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G. STANLEY HALL 




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G. STANLEY HALL 



A SKETCH 



BY 

LOUIS N. WILSON, Litt. D. 
Librarian, Clark University 



NEW YORK 

G. E. STECHERT & CO. 

1914 



*%s 



V 



Copyright, 1914 
By LOUIS N. WILSON 

Published, 1914 



MAR 23 1914 



PRESS OF 

THE BRANDOW PRINTING CO. 

ALBANY, N. Y. 



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CONTENTS 



Page 

I. Boyhood and Early Years . . . . 11 

II. College and Seminary . . . . 27 

III. Foreign Study and Travel .... 39 

IV. Antioch, Harvard and Johns Hopkins . 50 

V. Clark University ..... 72 

VI. Personal Traits . . . . . . 93 

VII. Bibliography of Published Writings . . 119 



ILLUSTRATIONS 



G. Stanley Hall-1 9 12 


Frontispiece 


At the Age of Six 


My 


Fourteen 


25 


Twenty-nine 


57 


«t it «< t< r-« . 

r orty 


. 67 


President's House 


81 


Dr. Hall's Study 


93 


The Seminary Room 


. 101 ^ 




AT THE AGE OF SIX 



I 

BOYHOOD AND EARLY YEARS 



1846—1863 

The town of Ashfield, in Franklin county, Massa- 
chusetts, is described in John Warner Barber's His- 
torical Collections (Worcester, 1839) as " a little over 
six miles square. The face of the township is uneven 
and hilly, better adapted for grazing than tillage. 
There is, however, much good tillage land interspersed 
among the hills. The principal productions are corn, 
potatoes, oats, and of late, wheat. Some of the farmers 
have large dairies. In 1837, there were in this town 
8,021 merino sheep, which produced 24,063 lbs. of 
wool. There are four churches, two for Baptists, one 
Congregational and one Episcopal. The central village 
consists of about twenty dwelling-houses, an Epis- 
copal church, an academy, and a number of mercantile 
stores. Distance, 18 miles from Greenfield, 18 miles 
from Northampton, and 105 to Boston. Population 
of the town, 1,656." 

At one time it was one of the largest towns in the 
western part of the state and distinctly ahead of 
Springfield, Northampton, Greenfield or Pittsfield. 
It reached its highest point in population in 1810, 
when it had 1,809 souls. From that time the popu- 
lation has gradually, but steadily, fallen until, in 
1910, it numbered only 959. 



12 G. STANLEY HALL 

Here, on the first of February, 1846, the subject of 
this sketch, Granville Stanley Hall, was born. 

The Hall family is of old New England stock on 
both sides. The father, Granville Bascom Hall, was a 
descendant, in the eighth generation, of Elder William 
Brewster, who came over in the Mayflower in 1620 
with his wife and two sons. Other ancestors were: 
John Hall, who came from Coventry, England, in 
1630 in the fleet with Governor Winthrop, and settled 
in Charlestown, Massachusetts; John Lillie, born in 
1592, who also came over in the Mayflower; James 
Gorham, born in England in 1550; Richard Willard 
and Richard Sears. Members of the family are still 
to be found on Cape Cod, notably in Barnstable, 
Harwich and Dennis. 

The mother, Abigail Beals Hall, was a descendant, 
in the seventh generation, of the famous John Alden, 
one of the signers of the Mayflower compact. Other 
early immigrant ancestors on the mother's side were 
Vining and Beals. 

David Hall, with his son Reuben, had moved from 
the Cape to Ashfield three generations before Stanley 
was born. His father was the fourth of nine children, 
eight of whom lived, while his mother was the fourth 
of eight children, all of whom were alive at the time of 
her marriage. The Beals family had been settled for 
several generations in the adjoining town of Plainfield, 
Massachusetts. 

The Ashfield Halls were substantial, hard working, 
comfortable, common sense farmers, without much 



BOYHOOD AND EARLY YEARS 13 

ambition or much education, of great physical vigor 
and some of them remarkable for longevity, one dying, 
within a few years, lacking but a few months of reach- 
ing ninety-nine. Another, a sister of the above, 
attained the age of ninety-two years and six months. 

The Beals family were also of the farming class, 
but perhaps more noted than the Halls for mechanical 
traits and piety. Mrs. Hall's grandfather Deacon Jo- 
seph Beals was the subject of a tract written by the Rev. 
William A. Hallock and published by the American 
Tract Society many years ago. The tract was entitled 
" The Mountain Miller," and describes the conversion 
of a wicked miller as he prayed by a certain spring in 
Plainfield. Her father Robert Beals was a most 
exemplary deacon of the Congregational church. 

From all the evidence at hand it would seem that 
both Dr. Hall's parents were more anxious for an 
education than the other members of their families. 
The mother insisted so strongly for more schooling 
than was then considered necessary — or even desira- 
ble — for a farmer's daughter that she was finally sent 
to Albany, where she spent two years at the Albany 
Female Seminary, at that time almost the only insti- 
tution in the East for the higher education of women. 
She had applied at Mt. Holyoke, but was not admitted, 
as it was full. As might well be expected, under such 
circumstances, Abigail Beals worked hard at her studies, 
took high rank at the Seminary and left it with a 
decided literary trend, which afterwards played an 
important part in the education of her children. 



14 G STANLEY HALL 

Indeed, her children seem to have inherited their love 
of learning from their mother. 

As a young girl she attended a school taught by 
William Cullen Bryant, and later by his brother John. 
After returning from Albany, she took a school for 
two terms at Plainfield, and among her pupils was 
Charles Dudley Warner, then a very small boy. 

The father, tiring of the monotony of the farm, at 
the age of nineteen, bought his time of his father and 
went to the town of Hatfield, where he learned the 
trade of broom making. Dr. Hall says, " I well 
remember as a small boy how he would, at times, 
having all the equipment, make brooms in the evenings 
and afternoons when at home, bleaching the broom 
corn in the cellar with sulphurous fumes, buying the 
handles right from the lathe of a neighboring shop, 
staining them, tying, pressing, sewing, painting and 
gilding the handles, and sometimes selling them to 
the neighbors for twenty-five cents, or thirty-five 
cents for those with ornamental handles, or the larger 
brooms. I, myself, have made, and can still make a 
complete broom. My father's tools I gave to the 
Ashfield Museum some years ago." 

A few years before he was married, the father went 
to Wisconsin and purchased four government lots of 
eighty acres each, much of which is now embraced 
within the city limits of Geneva. He remained there 
only long enough to preempt the land and make the 
improvements required by law. To quote Dr. Hall 
once more, " I can remember quite well, as a youngster, 



BOYHOOD AND EARLY YEARS 15 

the sad day when, my father being laid up with rheu- 
matism, these lots were sold at a slight advance over 
what they had cost him. Soon after this, the land 
boom began and if he could have held the lots a little 
longer he would have received a much larger sum for 
them." 

The father had attended the customary school 
terms as a lad, and later when he had laid by a suffi- 
cient sum, although then older than the other students, 
he paid his way through the Shelburne Falls Academy. 
He also taught school several terms and was considered 
a good teacher, especially in disciplining big, unruly 
boys. He was a clever penman, conducting evening 
writing school in the adjacent towns. It was during 
the writing school period that he first met Abigail 
Beals of Plainfield, whom he married April 11, 1843. 
There was a wonderfully late snow storm at the time, 
the snow reaching almost to the eaves of the house. 
Some months later, he left for Wisconsin again to 
complete the details of taking up his government land 
and during his absence his wife made her home with his 
parents in Ashfield, where Granville Stanley was born. 
Two other children were born to the couple, a son, 
Robert Beals, born at Ashfield, and a daughter, Julina 
Orpha, born at Worthington. 

The father's farm consisted of about one hundred 
and twenty-five acres and was about two miles west 
of that of the grandfather. Here the family lived 
until Stanley was in his third year. He has given his 
impressions of a visit paid to the old place fifty years 



16 G. STANLEY HALL 

later in his " Note on Early Memories." In 1848 the 
family moved to a hundred acre farm in Worthington, 
Massachusetts, where they remained for ten years, 
returning to Ashfield in 1858. 

Here, then, the boy grew up in a community we are 
apt to look upon as ideal for the growing child — living 
part of the time at home and part of the time with 
his grandparents, uncles and aunts; attending school 
and academy about three-fourths of each year; earning 
an accordion by braiding palm leaf hats in the evenings 
one winter; earning a pair of skates by reading the 
Bible through for one of his aunts; and working hard 
in the fields — digging post holes for fences, haying, 
harvesting, keeping cattle, etc. 

It was not an idle life, yet there were diversions in 
the way of hunting, fishing, skating, tramping and 
camping out Indian fashion with bow and arrows. 
One wonders how many valuable old pewter vessels 
went to the melting pot to be cast into arrow heads 
during these early years. Then in the long winter 
evenings, there was always reading aloud before the 
great open fire, indeed, there seem to have been few 
evenings when the mother did not read something to 
her husband and children. J. G. Holland was a 
favorite author, and many novels were read . There was 
also the Spectator, Shakespeare, Pilgrim's Progress, 
Clark's Sermons, Baxter's Call, Bunyan's Holy War, 
and, perhaps best loved of all, the Arabian Nights. 

The schools had rhetorical exercises on Wednesday 
afternoons, with school papers, compositions, essays, 



BOYHOOD AND EARLY YEARS 17 

declamations and little dramas. Then there were 
spelling schools and debating societies where the parents, 
as well as the young people, took part. In one of 
these debates, when he was about fourteen, he and his 
father were pitted against each other and a neighbor, 
to tease the father, said in his hearing, " Stan beat 
his dad," which seemed to trouble his father at the 
time. 

He declaimed many a dramatic piece from the old 
Sargent Speaker; was good at writing compositions, 
and was a regular patron of the town, the tannery, and 
the Sunday School libraries. 

The influence of the mother upon her sons has been 
noted often in biographical pages, but in young Hall's 
case the father played a no less important part. He 
was deeply interested in the welfare of his children and 
in this home certainly the father did his part in helping 
and inspiring them. The father was law and the 
mother gospel in this home, and if the children linger 
a little more lovingly in their thought of the " gospel," 
later judgment has shown them also the beauty of 
the " law." 

The father delighted to teach. He taught his two 
boys to play the violin as soon as they could hold the 
instrument. He would accompany his wife's soprano 
voice by singing the bass part while playing the tenor 
on the violin as they rendered the evening hymn. 
He gave the children their first lessons in oratory, 
placing the feet just right, making gestures according 
to rule, showing them how and when to rise and ad- 



18 G. STANLEY HALL 

dress the chair, etc., while the mother acted as the 
" committee of decision." As the boys grew older he 
would discuss with them public men and events. 
They cut out shingles to represent Tom Benton and 
Stephen A. Douglas, stuck them up in the barn and 
fired at them with their crossbows. When Stanley 
was eleven years old, his father was elected to the 
State Legislature. The letters he wrote home from 
Boston were read aloud and discussed by the entire 
family. Later he taught them something of natural 
philosophy, about steam, thunder storms, heat, sound 
waves, etc. 

Each member of the family kept a little journal and 
these were read aloud on Saturday nights, the mother 
commenting freely on the children's behavior during 
the week. They also conducted a manuscript paper, 
the " Cottage Weekly News," to which each contrib- 
uted something, if only an advertisement of some lost 
article. The daughter, Julina, was editor of this paper. 

The mother saw to it that the minor graces were 
not neglected and taught her children how to enter a 
room properly, to greet people, to introduce strangers, 
the proper way to pass a book or to pick up a handker- 
chief, how to salute people on the street, and the 
many little graces now too often neglected in the 
home. This worthy couple evidently felt the responsi- 
bilities of parenthood and their children were most 
fortunate in having such excellent masters during the 
impressionable years of childhood. 

The boy must have been well instructed in litera- 



BOYHOOD AND EARLY YEARS 19 

ture for his age, for he tells us in his " Note on Early 
Memories " that on the farm where he spent most 
of his time from the age of two and a half to eleven 
and a half. 

"A dark closet with no windows always seemed a 
little awful, because it was associated with Bluebeard, 
who here slew his wife amidst a lot of dead ones. 
A spot near an elm in the pasture, otherwise unmarked, 
was where the demon in the Arabian Nights escaped 
from the bottle. A steep acclivity in the mow land 
with rocks and scrub trees was Bunyan's ' Hill of 
Difficulty,' and a boggy place in the cowpath was the 
' Slough of Despond.' Moses lay amid the bulrushes 
behind the willows just below the dam. Under- 
standing that an altar was a large pile of stones, 
I pictured Abraham about to slay Isaac near one in 
the east lot, and no experience of my real life is more 
vividly associated with that spot. Not seeing very 
many pictures, I made them, and the features of this 
farm were the scenic background and setting for many 
an incident and story. Everything read to me was 
automatically located. Mrs. Southworth's stories, 
which I conned furtively in ' The Ledger,' all seemed 
to have been laid out on this farm, with the addition 
of a few castles, palaces, underground passages, dun- 
geons, keeps, etc. In a school composition, I paro- 
died Addison's ' Temple of Fame,' using local person- 
ages and events, and there it still stands in all its 
dazzling marble magnificence, with its spires, bright 
shining steps, streaming banners, minarets, massive 
columns, and a row of altars within, on a hill in our 
pasture, which in fact is drearily overgrown with 
mullen and brakes. The ' Sleeping Beauty ' was just 
behind a clump of hemlocks. Under a black rock in 



20 G. STANLEY HALL 

the woods was where the gnomes went in and out 
from the center of the earth. My mother told me 
tales from Shakespeare and I built a Rosalind's bower 
of willow; located Prospero's rock and Caliban's den. 
Oberon lived out in the meadow in the summer, but 
could only be seen by twilight or in the morning 
before I got up. There was a hollow maple tree 
where I fancied monkeys lived, and I took pleasure 
in looking for them there. 

"After a gun was given me, I peopled all the brush 
and trees with small and even large game. One spot 
of brush was a jungle, going past which I held my 
weapon ready to shoot a tiger quick, if he should 
spring out suddenly at me. On one tree I once saw 
a hawk, which I fired at from an impossible distance, 
and toward which I always stole up for years after, 
hoping to find the same hawk, or if not that, an eagle, 
or just possible the great roc itself. This gun was 
perhaps the most effective stimulus of the imagina- 
tion I ever had, for it peopled the whole region about 
with catamounts, wolves, bears, lynxes, wild cats, 
and a whole menagerie of larger animals; made me 
the hero of many a fancied but thrilling story; took 
me over a very much wider area of territory and helped 
a sort of adventurous exploring trait of mind, which I 
think on the whole may be favorable to originality 
and independence. Moreover, it gave me some knowl- 
edge of animals and their ways, prompted me to make 
a trunkful of stuffed and otherwise prepared collec- 
tions of the meagre fauna of that region, and although 
it perhaps did not teach me much natural history, it 
gave me what was better for that stage — a deep sym- 
pathy with and interest in animals and all their ways, 
which now quickens my interest in the psychology of 
instinct. Although it aroused a passion for killing, 



BOYHOOD AND EARLY YEARS 21 

which is anything but commendable, it may have 
stimulated the very strong reaction of later years, 
which now makes it almost impossible for me to give 
pain to any animal." 

" Near the dawn of adolescence, the spring after I 
was fourteen, I conceived it would be vastly fine to 
write my own life, and this was spun out to some forty 
pages of foolscap. It is fullest on school life and 
events. Nearly every term of the preceding eight 
years of school life I had had a different teacher, over 
twenty in all, and each of these is described and in 
order. This convinces me that a great body of details 
of early life remembered at fourteen lapse later, for I 
could not now recall even the names of all these teachers, 
still less their order. Most of the leading events bring 
up a sense of recollection, but nearly all the minor ones 
have been swept away in the stream of time. At this 
age, too, being an ardent admirer of Silvanus Cobb 
and Mrs. Southworth, I wrote a story of some eighty 
large pages and in ten chapters. This was read with 
what I was led to understand was the most eager 
interest, chapter by chapter, by a younger girl cousin, 
but by no one else. I have made several attempts to 
read it morning and night, when rested and fatigued, 
but it absolutely will not read, and my mind balks at 
early stages and I have not yet been able to get half 
through it. This same year I also made an inventory 
of all my secular music and catalogued eighty-seven 
pieces that I could either sing, play, or both; but the 
tragic pity of it all is the quality. Of most of these 
pieces I could now whistle or strum the air, in some 
the rhythm seems intact, but the words are in various 
stages of decadence. Especially do I recall the secret 
day dreams I had of being a great musician, orator, 
literary man, poet, etc. Strongest and perhaps most 



22 G. STANLEY HALL 

vividly remembered in all this group is the perfect 
craze for clog dancing and its various steps and shuffles, 
together with playing on the bones." 

Those who remember him at this period of his life 
fail to recall any particular traits. They say he was 
pretty much like other boys; never seemed to care for 
girls, was a good deal of a tease, and not over fond of 
hard work. He evidently came honestly by his 
teasing propensity as he himself says that while he 
lived with his grandparents and unmarried uncles 
and aunts, the aunts being school teachers, prodded 
him unmercifully about his studies in the evenings and 
the uncles lost no opportunity to play practical jokes 
upon him, " which they always seemed to me to lie 
awake nights to think up." 

At ten he was flogged by his father for throwing 
stones through the windows of an unoccupied house 
and at fourteen he mortified the entire family when the 
minister paused in his sermon to reprimand him and 
some other boys for whispering and playing in church. 
It was the son of this same clergyman who taught him 
to play euchre over the horse sheds on Sunday between 
the services. 

At six he took up the violin and learned to play fairly 
well. He still treasures his Stephens violin, for which 
he was offered another instrument and $250 in cash a 
few years ago — but he rarely, if ever, plays now. At 
twelve he learned to play the piano, but he says he 
really never had any musical gift, his hands were clumsy 
and he never learned to read music well, although he 



BOYHOOD AND EARLY YEARS 23 

took lessons of a local organist for some years and partly 
supported himself by playing the organ in a mission 
church years later while a student at the Union Theo- 
logical Seminary in New York. 

At the age of fourteen the farm life began to pall 
upon him and an interesting case of pubescent revolt 
took place one Sunday afternoon. He had climbed 
to the top of Mount Owen, a bald eminence 1,500 feet 
high about two miles from the house, where he gazed 
around upon the surrounding country, and, touched 
perhaps by the solitude and the grandeur of the spot 
to his youthful eyes, he was worked up into a " Jeffreys- 
like frenzy," in which he vowed to himself he would 
not be a farmer, but would amount to something in 
the world. He stamped about, storming and declaring 
that he would leave it all and go out into a larger and 
fuller life. The restraints of the farm and its uncon- 
genial labor seemed absolutely intolerable. He threw 
himself face down upon the grass, where he remained 
for an hour or more, finally registering a vow not to 
visit that mountain again until he had made a name 
for himself in the great world. He has kept his vow, 
although there have- been times when he has been hard 
pressed in his later years to account for his refusal to 
join some party in the ascent. He says his modesty 
will not allow him to go there yet. 

He describes this experience in his " Note on Early 
Memories.' ' 

' 'Another chapter might be written on hill ex- 
periences. One distant summit I had never climbed 



24 G. STANLEY HALL 

since one day in the early teens, when I had spent a 
good part of a whole Sunday there alone trying to 
sum myself up; gauge my good and bad points till I 
found I had been keyed up to a kind of Jeffrey rage, 
and walked back and forth vowing aloud that I would 
overcome many real and fancied obstacles and do and 
be something in the world. It was resolve, vow, 
prayer, idealization, life plan, all in a jumble, but it 
was an experience that has always stood out so prom- 
inently in the memory that I found this revisitation 
solemn and almost sacramental. Something certainly 
took place in my soul then, although probably it was 
of less consequence than I thought for a long time 
afterward. My resolve to go to college, however, was 
clenched then and there, and that hill will always 
remain my Pisgah and Moriah in one." 

When the son decided that he wanted to go to 
college, the father was grieved at heart, for he had 
added to the size of his farm and felt that it would 
be a heavy loss if his son went away, but the mother 
always encouraged the idea as it was her dearest wish 
that her son should enter the ministry, and as that 
was the only kind of eminence the boy knew he fell 
in with her views. The father's opposition was finally 
overcome and the lad was sent to Williston Seminary, 
at Easthampton, to prepare for college. When this 
decision was made known there were the usual village 
gossips who declared that "Stan" was going to col- 
lege because he was " too durned lazy to work on the 
farm." They decided the father and mother were 
"stuck up;" they were "come-outers" because they 
had tried to give themselves an education, and failing 







AT THE AGE OF FOURTEEN 



BOYHOOD AND EARLY YEARS 25 

in that they were ready to make foolish sacrifices for 
their children. Three years later the younger brother, 
Robert, the mother's favorite, nearly broke the father's 
heart when he, too, insisted upon leaving the farm to 
prepare for the ministry. Robert followed his brother 
Stanley to Williams College in 1866, and graduated 
in the class of 1870. His first charge was at Wolfboro, 
N. H. Later he was called to Cambridgeport, Mass., 
where he died, Nov. 2, 1876, leaving a widow and one 
daughter, now Mrs. Henry R. Plimpton, 2nd, of 
Newton Centre, Mass. 

At the age of seventeen, Stanley taught a district 
school in Ashfield for a ten-weeks' term. Several of 
the pupils were older than he and some had been his 
schoolmates at the Academy. However, all went well 
and he was voted a good fellow and not " stuck up." 
During this period he boarded around, so many nights 
to a scholar, sleeping in the cold " parlor bed," some- 
times wading a mile through deep snow to find that 
the boy whose duty it was to start the school fire had 
not shown up, so the teacher had to build the fire and 
sweep the school floor. Dinner was often eaten at 
the school and on returning to his boarding place he 
would help the children, after the evening meal, to 
prepare their lessons for the next day. The teacher 
of that date was held in high esteem and was often 
called into the family council to advise in many a 
matter of some delicacy. Young Hall seems to have 
acted in this advisory capacity to an almost remark- 
able extent for one of his years. Perhaps we have 



26 G. STANLEY HALL 

here the beginning of his faculty for inspiring confi- 
dences which became so notable in later years that 
people in all walks of life seemed to have an irresistible 
impulse to pour their inmost thoughts into his ear, and 
ask his advice on subjects most foreign to his training 
or interests. 

One of his pupils at this time was a certain Mary 
Clark, older than he, who, on being sent to the board 
to do a sum wrote a lot of nonsense on the black- 
board. At first he thought it was a case of insubor- 
dination and scolded her, but later he learned from 
her family that it was mediumistic power. She after- 
wards went into a trance and wrote him a letter pur- 
porting to be from a dead aunt. Here we see the 
beginning of that interest in "Psychical Research' ' 
which was to claim a much larger share of his atten- 
tion in the years to come. 

In the fall of 1863 young Hall left Ashfield to enter 
Williams College at Williamstown, Mass., making a 
good part of the distance afoot. 



II 

COLLEGE AND SEMINARY 



1863—1868 

College life in New England was very different in 
the sixties from that of today. Electives were almost 
unknown and the undergraduate took about all the 
courses offered by the faculty. The life was simpler, 
the number of students much smaller and the rela- 
tions between student and professor much more per- 
sonal and intimate. President Mark Hopkins not 
only knew every student at Williams, but he probably 
knew a good deal about him — far more than any 
college president of today can possibly know. 

The Williams College records show that Granville 
Stanley Hall entered in the class of 1867. In his 
Freshman year his room was No. 22, West College, 
which he shared with Edward J. Paine of Troy, Pa. 
In his Sophomore year he occupied No. 10, Kellogg 
Hall, alone. In his Junior year he shared No. 24, 
East College, with Daniel Mahlon Priest of Peru, Vt. 
In his Senior year he and his brother Robert occu- 
pied the room in the chapel tower, and to them fell 
the duty of ringing the chapel bell. 

Hall joined the Alpha Delta Phi, a literary frater- 
nity, in his Freshman year as one of a delegation of 
six from his class, the other members being Hand, 
Harman, Mabie, Stetson, and West. His name is not 



28 G. STANLEY HALL 

included in the honor list of scholars which was issued 
for the class of 1867 after the biennial examinations 
were taken in 1865. There are twenty-five names in 
the list and the fact that his name does not appear 
there implies that he ranks below the mi&dle of his 
class at that time. At the end of his course, he was 
made a member of the Phi Beta Kappa fraternity and 
he delivered an oration entitled " Charity and Liber- 
ality " at the Commencement of his class. This 
leads one to infer that his scholarship was much better 
during the latter two years than in the earlier two of 
the course. Perhaps the fact that he was out of 
College during a part of his second winter term accounts 
for this. On Class Day, June 27, 1867, he delivered a 
poem entitled " Philanthropy " as the class poet of 
that year. As the President, Orator, and Poet of the 
class were regarded as their three most distinguished 
men, young Hall must have stood well in his class at 
the time of graduation. 

In his Junior year he became one of the five editors 
of the Williams Quarterly. None of the articles ap- 
pearing in the Quarterly at that time were signed, but 
from marked copies now in Dr. Hall's possession he 
seems to have contributed freely both in prose and 
verse. 

In his Sophomore year he was one of four members 
of his class chosen to participate in the prize rhetorical 
exhibition known as the " Moonlights.' ' He seems to 
have joined the Philotechnian Society, a debating club, 
early in his course, and represented that society in the 



COLLEGE AND SEMINARY 29 

annual Adelphic Union debate of October 17, 1866, by 
speaking as one of the three members in support of 
the affirmative on the question " Resolved, that the 
sections lately in rebellion should be treated as Ter- 
ritories rather than States." This debate was one of 
the great occasions of the college year. During his 
Senior year, he served as President of the Philotech- 
nian Society, in the fourth quarter of the year. 

He was a member of the Mills Theological Society 
in the Sophomore, Junior and Senior years and was 
Vice-president during the second term in his Senior 
year. In his Junior year he was one of the two com- 
posing the Library Committee of the Philotechnian 
Society and in his Junior and Senior years he was a 
member of the Lyceum of Natural History, which in- 
cluded fifteen members from each class and was estab- 
lished to study and promote the welfare of natural 
history in the college. He was also a member of the 
Williams Art Association in his Junior year. 

Of the fifteen members of the class of '67 who 
formed the " Williams Amateur Serenaders," young 
Hall was one of the four who sang second bass. In 
the Sophomore year the Serenaders became the 
" Euterpean Music Society," and he still sang the 
second bass part with three others. His name does 
not appear among the members of the larger musical 
organization, the " Williams Instrumental and Glee 
Club." 

He does not seem to have been keenly interested in 
athletics in his college days for, while his name appears 



30 G. STANLEY HALL 

as one of the three directors of the " Williams Wicket 
Club of '67," it does not appear among the 109 men 
who participated as members in one or other of the 
baseball clubs — nor does his name appear among the 
members of the " Croquet Club." 

One other interest is evidenced by the inclusion of 
his name among the nineteen members of the " Kieser- 
itzky Chess Club " of the class of '67. His membership 
in this club ran through Freshman, Sophomore and 
Junior years. In his Senior year it was no longer in 
existence. 

On entering college, Hall gave his " probable pro- 
fession " as the ministry. It may be interesting to 
note that of the fifty men listed as permanently in the 
class of 1867, the intended professions indicated while 
in college are: Law, 15; ministry, 10; medicine, 8; 
business, 4; teaching, 3; manufacturing, 2; civil 
engineering, 1 ; undecided, 7. The average age of the 
class at graduation was 22 years, 8 months, 28 days. 
The oldest member being 29 years, 4 months, 4 days; 
the youngest, 19 years, 11 months, 3 days. 

In these days when the " increase " in the cost of 
living occupies so much attention it is interesting to 
note the rapid rise in expenses at Williams between 
the years 1863 and 1867, due, no doubt, to the enormous 
drain of the Civil War. In 1863 the tuition fee was 
$36.00; room rent $9.00; library charges, ordinary 
repairs, etc., from $6.00 to $7.50 for the year. Board 
ranged from $2.00 to $3.00 a week; washing from 
$6.00 to $10.50 a year; fuel and light, from $8.00 to 



COLLEGE AND SEMINARY 31 

$10.00 a year. In 1867 the rates had risen to $45.00 
a year for tuition; library charges, etc., $10.00 to 
$12.00 a year; board $3.00 to $5.50 a week; washing 
$10.00 to $15.00 a year; fuel and light $13.00 to 
$19.00 a year. While the total estimated expense for 
the items mentioned is given in the college catalogue as 
ranging from $132.75 to $190.00 at the time Hall 
entered college, prices had increased so rapidly that 
when he graduated the figures given in the catalogue 
as the estimated expenses for the same items are, 
from $204.00 to $314.50. 

The eight weeks' winter vacation then customary at 
most New England colleges, which allowed the poorer 
students an opportunity to earn a little money, was 
spent by young Hall, in his Sophomore year, in teach- 
ing at the Chapel School in his native town. Among 
his scholars were three young men, older and larger 
than he, who gave him considerable trouble. One of 
the three made himself particularly obnoxious by 
chewing tobacco and spitting on one of the back 
seats. After putting up with this for some little time 
Hall decided that he had better bring matters to a 
head without further delay. So on his way to school 
one morning he cut a stick suitable for his purpose 
and when the scholars were assembled he requested 
the tobacco chewer to stop the practice in school. 
Receiving a surly reply he locked the schoolroom door, 
dragged the young fellow out of his seat and gave him 
a sound thrashing, amid the shrieks of the girl students. 
That night he tramped four miles to the home of the 



32 G. STANLEY HALL 

school committeeman to ask his support in preserving 
discipline and to insist upon the expulsion of the 
refractory student until he should apologize and prom- 
ise to chew no more in school. At first the committee- 
man demurred, but finally Hall got his promise of 
support. After remaining away from school a few 
days, the young man returned, made the required 
apology and gave no further trouble. Indeed, the two 
became quite good friends and now when they meet 
often enjoy a hearty laugh over this early episode. 

Here also he had as pupils twin sisters who resem- 
bled each other so closely that he could not tell them 
apart, which not only annoyed him but caused much 
merriment in school. He requested them to wear 
different colored ribbons in their hair — one blue and 
the other pink — in order that he might distinguish 
them. But he always had a suspicion that they ex- 
changed ribbons at times and that the class was con- 
scious of the fact. 

One evening he was asked to care for the sleep- 
ing infant of the family where he boarded while 
the parents went off to a dance. The child woke up 
and he tried to put it to sleep again by playing upon 
the man's big bass viol that stood in the corner of the 
room. One wonders whether it was upon this occa- 
sion that he first became interested in child study. 

In August, 1864, he opened and conducted for 
eleven weeks a " select " school in a hired hall in the 
town of Cummington, where the students all paid 
tuition. Here he had a settled boarding place and 



COLLEGE AND SEMINARY 33 

paid for his board. The circular he issued, advertising 
the course, was dated Williams College, August 4, 
1864, and reads: 

The fall term of the select school in East Cummington will com- 
mence Wednesday, August 24, and continue eleven weeks, in the 
Hotel Hall, under the instruction of G. Stanley Hall, of Ashfield. 
Rates of tuition as follows: 

Common English Branches $4 . 00 

Higher English and Classics 4 . 50 

The patronage of the public is respectfully solicited. 

The experiment netted him $30.00 in cash. One of 
his Cummington pupils was Worcester Warner (now 
of the Warner and Swasey Co., Cleveland, Ohio) 
whom Hall declares to have been in some respects 
ahead of his teacher. 

With one son in college and another preparing for 
it, the home family found their finances running low, and 
our young collegian, no doubt, received many a note 
urging the need of economy. At one time he tried to 
make a little money by running the Alpha Delta Phi 
boarding club. He made some money, but ran the 
price of board up so high that the members elected a 
new manager. In his Senior year he applied for the 
position of chapel bell ringer. This he secured, but 
he himself says he lost it because of neglect to ring 
the bell at the proper times. 

Revivals were held in college every spring at one 
of which, urged by zealous seniors, he arose and asked 
for prayers. Finally, thinking himself converted, he 
joined the College Church, to the great joy of his 
mother. He had one serious illness during his college 



34 G. STANLEY HALL 

course — an attack of dysentery — when his mother 
hastened to Williamstown to nurse him. When he 
was in condition to be moved, he was taken home by 
easy stages on a stretcher. Speaking of his college 
days, Dr. Hall once said, 

" I was one of the leaders of a successful college 
revolt in the Freshman year because Carter had as- 
signed longer Latin lessons than the marking of the 
old books showed to be traditional. 

" Unlike so many of my classmates, I had no out- 
side social relations during my college life, and think 
I did not know a town girl to speak to. As a young 
man I had an almost morbid bashfulness and almost 
shunned girls. I did, however, teach a Sunday School 
class the last two years in a factory village at Black- 
ington, where I made several pleasant acquaintances. 
When I left, the class presented me with a big morocco 
covered Bible with all their names in it, which I still 
value. Science at college was at a rather low ebb. We 
had but little chemistry and not very much biology 
(under Chadbourne), but the great thing was to work 
with Mark Hopkins in the Senior year. Here, I think, 
I was rather expected by my classmates to shine, but 
did not. Prex thought me rather too heterodox. I 
had read enthusiastically John Stuart Mill, and wrote 
one of my most elaborate college articles on him in 
my Junior year. I did not like Sir William Hamilton 
and was not very much of a believer in teleology, nor 
was I satisfied with Hopkins' views, so that a splendid 
fellow who sat next me in class, Gimster by name and 
a Catholic, won the philosophical oration. John Bas- 
com was rather my favorite teacher and I think I 
was his favorite of my class. He spent much time in 
straining out my thought and in going over my crude 



COLLEGE AND SEMINARY 35 

essays and in attacking, whenever he had a chance, 
the views of Hopkins — and I sided with him. We 
made many mountain day excursions together, espe- 
cially to Flora's Glen, the traditional place where 
Bryant wrote his ' Thanatopsis.' Many of my aspira- 
tions then were to be a poet, and the college journals 
and the literary meetings had a good many illustra- 
tions of my enthusiasm in that direction. Among my 
intimates and society brethren were Francis Lynde 
Stetson, who became in later years a famous lawyer 
and the friend of Grover Cleveland and J. P. Morgan, 
and Hamilton Wright Mabie, the editor and charming 
essayist." 

Francis Lynde Stetson writes of Dr. Hall as follows: 

" From the day of his entrance to Williams College 
in September, 1863, Stanley Hall impressed his class- 
mates with a sense of his great intellectual weight and 
worth. He was recognized as one whose habitual 
thought was both higher and deeper than that preva- 
lent with the rest of us, though, in fairness it must be 
added, that his thought was considerably involved. 
It was a common saying, ' When Stan gets to thinking 
clearly he will think greatly/ His conversation was 
always inspiring. 

" But over and beyond his thought was his affec- 
tionate interest in his friends. His gentle gravity was 
always fused with a warm regard for all that con- 
cerned us. 

" Hamilton Mabie and I especially enjoyed his com- 
panionship, which I have missed much to my regret in 
later years. I well recall the day I first saw him, a 
green Freshman, nailing an iron latch on the door of 
his room in West College. I was captivated at once 
by his fine head and his glorious eye, and returning to 



36 G. STANLEY HALL 

my room said to Mabie, ' I have seen a man/ In that 
moment was contained the promise of all the noble 
years that have followed." 

As early as his Sophomore year he had serious 
doubts about the wisdom of going into the ministry. 
He realized that he felt no strong call in that direction; 
that he was simply drifting into it and might become 
a commonplace parson in a country parish, or, worse 
yet, a missionary, for the missionary spirit was very 
strong at Williams. Yet he was uncertain as to the 
possibility of any other career; that of a professor 
seemed far too exalted and utterly beyond his reach, 
although he thought a good deal about the possibilities 
of a literary career, as his enthusiasms and hardest 
work lay in that direction. As he had feared, he 
drifted, and when he left college there seemed nothing 
else to do but prepare for the ministry. 

In the fall of 1867 he entered the Union Theological 
Seminary in New York City where he worked a year 
without much enthusiasm save in Henry B. Smith's 
courses in philosophical theology. During this year 
he indulged his passion for the drama. He became 
an experienced " gallery god," seeing every sort of 
play then in vogue from the great Shakespearean 
revival under Edwin Booth to the Black Crook, the 
ballet, and the French operas. He also dabbled in all 
sorts of things, even to visiting systematically slum 
blocks on Saturday afternoons for the Home Mission- 
ary Society, getting into close touch with crime and 
poverty and seeing a good deal of the darkest side of 



COLLEGE AND SEMINARY 37 

human life in a great city. His old passion for oratory 
led him to the churches to hear all the great preachers 
and to political and social meetings wherever a famous 
speaker was to be heard. He was not especially noted 
for piety, nor was his position in the Seminary strength- 
ened when upon preaching his trial sermon — an ordeal 
each student had to go through — it proved so heterodox 
that saintly old Dr. Skinner, who always invited the 
students to his home after their trial sermon to criticize 
their efforts, instead of criticizing it, fell upon his 
knees and prayed for the young sceptic. He often 
went, with his chum, Mann, to hear Henry Ward 
Beecher, who was then in his prime and who allowed 
three of the Seminary students to come to his house 
every few weeks for an evening to talk over religious 
matters. This somewhat personal relation with the 
great preacher led to young Hall's joining Beecher 's 
church by letter from the College Church. In the 
examination when Beecher asked him whether there 
was more in the creed that he believed or more that 
he disbelieved, Hall answered that he thought there 
was more that he disbelieved. Beecher commended 
his honesty and admitted him. Later on, at the insti- 
gation of Mann's mother, who was also a member of 
his church, Beecher wrote Hall asking him to call at 
his house. When he arrived, Beecher said to him, 
" Tell me frankly, are you not more interested in 
philosophy than in your theological studies? " On 
receiving an affirmative answer, Beecher said, " Then 
you ought to go to Germany." The young man ex- 



38 G. STANLEY HALL 

plained that much as he would like to take such a 
step he was entirely without means and could not go. 
Beecher at once wrote a note to Henry W. Sage, a 
wealthy merchant who was later a great benefactor of 
Cornell University, and giving it to Hall urged him to 
lose no time in presenting it. Armed with this intro- 
duction, he called upon Mr. Sage and left his office with 
a check for $500.00 in his pocket, having given his note, 
bearing interest, but payable at his T own convenience. 



Ill 

FOREIGN STUDY AND TRAVEL 



1868-1872. 1878-1880 

In May, 1868, less than a year after graduating 
from Williams, and when only 22 years of age, Hall 
left New York on a steamer sailing for Rotterdam. 
Landing at Rotterdam he made his way to Bonn 
where he at once entered the university, taking the 
lectures of Bonna Meyer, and Commentator Lange, 
who introduced him to his family circle. He studied 
German all summer, taking a six weeks' walking tour 
with a young German. They walked from Bonn up 
the Rhine through Switzerland by the Grindelwald 
Glacier, over the spur of the Matterhorn, and through 
some of the scenes made famous by the legends of 
William Tell. They stopped at night at peasant 
houses, eating boneklapper and black bread, and some- 
times cutting wood for the peasant with whom they 
lodged. In the fall he entered the University of Berlin. 
Here he gave special attention to the courses given by 
Dorner, whose philosophical theology he epitomized 
and which later appeared in a series of articles in the 
" Presbyterian Quarterly Review." Although they 
were published with the sanction of the editor, Henry 
B. Smith, a former student of Dorner, the latter crit- 
icised the accuracy of some points, yet was on the 
whole not displeased. 



40 G. STANLEY HALL 

While in Berlin he lived with a family by the name 
of Gildmeister. There were four daughters in the 
house and several other students boarded there. The 
evenings here were spent in reading the German clas- 
sics, the members of the family and the students all 
taking part. He has kept up his intimacy with the 
family, visiting them on later trips to the German 
capital. Here again he indulged to the utmost his 
passion for the theatre and the opera. 

In the spring of 1870, when the Franco-Prussian 
war broke out, the University closed early and he 
secured a position as war correspondent. His first 
post was at Stettin on the Baltic, where it was feared 
the French might attempt a landing. As this fear 
proved groundless, after several weeks waiting about 
the little fishing village of Heringsdorf, he was sent to 
the front where he got near enough to hear the roar 
of the artillery at Sedan and see the wounded brought 
to the rear. His account of the battle was transmitted 
to Dr. Jacobs in Berlin, who represented a syndicate 
of American newspapers, and some of it appeared in 
the New York Tribune. The pay was small and in the 
autumn trained correspondents replaced the amateurs, 
and he returned to Berlin where he resumed his studies 
at the University. Here he became a member of a 
philosophical club which met weekly in a restaurant on 
Sunday afternoons to discuss philosophy. The oldest 
member was the Hegelian professor Michelet. Alt- 
mann was also a member, as were several charming 
and accomplished older men. It was here he met Von 



FOREIGN STUDY AND TRAVEL 41 

Hartmann whom he sometimes accompanied to his 
home after the meetings. Hall speaks of him in his 
" Founders of Modern Psychology " as " the most 
conspicuous figure in the philosophical world for 
years." 

His long stay in Germany gave his family and friends 
at home much anxiety as they thought his career very 
problematical. There seemed to be no place for him 
in the academic world, yet he had now fully decided to 
devote himself to scientific work and had definitely 
given up all idea of a career in the church. He wrote 
to several institutions applying for a position in philos- 
ophy, but met with no success. Finally he thought he 
had secured a modest position in logic and ethics at 
the University of Minnesota, but this fell through as 
the President wrote him he feared he was "too 
Germanized.' '■ 

He returned to New York in 1871, reentering the 
Union Theological Seminary where a few months later 
he took his B.D. degree. During the summer he was 
assigned by the American Missionary Society to a little 
church in Cowdersport, Pa., where for about ten weeks 
he acted as pastor. Returning to New York, he suc- 
ceeded George S. Morris, who had just been appointed 
Professor of Philosophy at the University of Michigan, 
as resident tutor in the family of Jesse Seligman, the 
banker. The Seligmans lived in elegant style on 
Gramercy Park and his duties there consisted in attend- 
ing to the studies of the five children for two hours 
for five evenings in the week, doling out their pocket 



42 G. STANLEY HALL 

money, taking them to the theatre or deciding when 
and where they might go, selecting schools for them to 
attend, and standing in loco parentis generally. On 
his first evening in the house he had to punish one of 
the boys, whose screams soon brought the mother to 
the room. It was a crucial moment for both the young 
tutor and for the boy, but Mrs. Seligman was a wise 
woman and promptly informed her son that he deserved 
his punishment and must take it. The authority of 
the tutor was no longer questioned, and his relations 
with the family became most cordial. During the 
daytime he attended medical lectures, read a great deal 
of the history of German philosophy and, on the whole, 
spent a most profitable year. He spent a summer with 
the family partly at Lake Mohonk and partly on 
Staten Island, met many prominent Jewish people, 
learned to play billiards, helped the children with their 
Hebrew lessons and, finally, took the oldest son, Theo- 
dore, to Harvard and entered the second son, Henry, 
at New York University. 

In the spring of 1872 he had a visit from James K. 
Hosmer, Professor of English Literature at Antioch 
College, whom he had met in Berlin. Hosmer had 
just left Antioch to accept the chair of English History 
at the University of Missouri, and urged his old chair 
upon his young friend, Hall. 

As the Antioch period is treated in the next chapter 
we must pass over to the second trip to Germany, 
in 1878. 

Having taken his degree of Doctor of Philosophy at 



FOREIGN STUDY AND TRAVEL 43 

Harvard in 1878, and having saved some money during 
his six years of teaching, he left once more for further 
study in Germany. He went at once to Berlin and 
reentered the University, giving a good deal of time to 
the study of physiology, the results of which he em- 
bodied in two papers, one issued jointly with J. Von 
Kries, entitled " Ueber die Abhangigkeit der Reac- 
tionszeiten vom Ort des Reizes," and the other, with 
Hugo Kronecker, entitled " Die willkurliche Muskel- 
action." During this period he also attended Helm- 
holtz's lectures. His chief interest, however, was most 
likely centered in the following year at Leipzig in the 
study of psychology under Wilhelm Wundt, who con- 
siders him his most eminent pupil. In the introduc- 
tion to his " Founders of Modern Psychology " he 
writes of his German university experience as follows: — 

" The period of my stay abroad was one when 
academic traditions in Germany favored more general 
and less acutely special studies than now. Indeed, in 
these delightful years, there was almost no limit to 
the field over which a curious student, especially if 
he was not working for a degree, might roam. He 
could indulge his most desultory intellectual inclina- 
tions, taste at any spring, and touch any topic in the 
most superficial way in his effort to orient himself. 
He could take the widest periscope, and, especially if 
an American, he was allowed to drop into almost any- 
thing to his heart's content, so that there were others 
besides myself who yielded to the charm of spending 
much of each day in the lecture rooms, hearing often 
very elaborate experimental and demonstrational in- 
troductory courses, most of them five hours a week. 



44 G. STANLEY HALL 

Fresh from the narrow, formal, rather dry curriculum 
of a denominational American college, the stimulus 
and exhilaration of this liberty of hearing was great. 
During the first triennium, besides the more stated 
work, I took the complete course of Dorner in theology, 
translating my notes afterward, attended Trendelen- 
burg's seminary on Aristotle, heard Delitzsch's biblical 
psychology, logical courses by Lasson, recent psychol- 
ogy by Pfleiderer, comparative religion by Lazarus. 
I even tried to follow the venerable Hegelian Michelet, 
Drobitsch, the Nestor, and Striimpell, the more poetic 
expositor of Herbartianism, and took Kirschmann's 
courses. I heard much more of these men in the 
weekly philosophical club, and dropped in occasionally 
to about all the courses that my friends among the 
students were taking. I attended full courses each 
in chemistry by Kolbe, biology by Leuckart, physi- 
ology by Du Bois-Reymond at Berlin, and Ludwig at 
Leipzig, anatomy by His, neurology by Flechsig, 
Westphal's clinic at the Charite, running over later to 
Paris for a month to get a glimpse of Charcot's work 
there, and to Vienna to sample Meynert and Exner. 
Virchow and Bastian were both lecturing in anthro- 
pology. Indeed, we students ' dropped in ' to almost 
everything — clinics, seminary, laboratory, lecture — 
and if we had a goodly number of registrations in our 
book, we were practically unmolested wherever we 
went. Perhaps all this meant more distraction than 
concentration, but if it was mental dissipation, it at 
any rate left a certain charm in memory and brought 
a great and sudden revelation of the magnitude of the 
field of science." 

In spite of all this intensive work, he found time to 
write a number of articles about this time, chiefly for 



FOREIGN STUDY AND TRAVEL 45 

the Nation, which, at the suggestion of Charles Eliot 
Norton, were afterwards issued in book form under the 
title "Aspects of German Culture." He says he made 
a little money by writing them as papers, but when 
offered in book form they did not sell, and a few years 
later the unsold copies were returned to him by the 
publishers. 

It was in Berlin, in 1878 that he renewed his ac- 
quaintance with Miss Cornelia Fisher, whom he had 
first met at the home of President Hosmer at Yellow 
Springs, Ohio, and who had been studying in Berlin 
during the previous year. The young people saw a 
good deal of each other during the next year, and were 
finally married in September, 1879. He has described 
the many delays and annoyances they were subjected 
to in a humorous article entitled " Getting Married 
in Germany," which he published anonymously in the 
Atlantic Monthly and of which he says, " Perhaps it 
was a little caricatured, but we had a good deal of 
fun in putting it together." 

One short extract from this paper may not be out 
of place here. Having reached the inner office of the 
civil bureau after waiting an hour in the main office, 
the following conversation takes place: — 

" I wish to get married in the very simplest and 
quickest way," I said, presenting my passport. " Will 
you please tell me how to do it? " 

"It is extremely simple," said the officer. " We 
must have a certificate of your birth (Geburtsschein) 
signed by the burgomaster of the town in which you 



46 G. STANLEY HALL 

were born, and with its seal, and witnessed in due 
form. Your certificate of baptism (Taufschein) should 
also be sent, to guard against all error, sealed and wit- 
nessed by the present pastor or the proper church 
officers. These must be presented here by each of 
the contracting parties, with their passports, as the 
first step." 

I carefully noted this, and he proceeded: — 

" The parents, if living, should certify to their knowl- 
edge and approval of the marriage. We must also 
be satisfied that there is no obstacle, legal, moral, or 
otherwise, to it; whether either of you have been 
married before, and if so whether there are children 
and if so, their names and ages. The parents' names 
should be in full; also their residence, occupation, age, 
and place of birth should of course be given for record 
here." 

I begged for another scrap of paper and made fur- 
ther notes. 

" When we have these here in this desk," he con- 
tinued, patting fondly that piece of furniture, " then 
either we can publish the bans (Aufgebot) by posting 
a notice of your intention in the Rathhaus for fourteen 
days, or else you can have it printed in the journal of 
the place where you reside in America, and bring us a 
copy here as evidence that it has actually appeared. 
After the expiration of this time you can be married 
in this office." 

" Must it be here ? " I queried. 

" Of course," he said. " This is the only place 
which the law now recognizes. Poor people are con- 
tent with civil marriage only, but all who move in 
good society go from here to the church for a religious 
ceremony." 

" Is it not possible to shorten the time ? " I timidly 



FOREIGN STUDY AND TRAVEL 47 

ventured to inquire. " We had made all the arrange- 
ments for an earlier day, and are seriously incommoded 
by the delay. I did not know the requirements. It 
takes four weeks to hear from America, and then two 
weeks more here, and — you do not, perhaps, exactly 
understand, and yet I hardly know how to explain. 
But there is really haste. We are pressed for time." 
" Haste ? Pressed for time ? " he repeated. " Per- 
haps I do not understand. I am sorry, but it cannot 
possibly be sooner. You think we are slow in Germany. 
True, but we are sure. We require our people to take 
time to think over the matter beforehand, and divorce 
with us is far from being the easy matter I have heard 
it is in America.' ' 

The young couple kept house for the academic year 
1879-1880, in Leipzig, next door to Fechner. He 
resumed his lecture course with Wundt and spent a 
great deal of time in the physiological laboratory 
with Ludwig. While the particular work with Ludwig 
was negative of results, he acquired a lot of laboratory 
technique, and did not regret the time spent upon it. 

Professor Wilhelm Wundt, now in his eighty-second 
year, writes under date of November 5, 1913: 

" Stanley Hall was the first to introduce experimental 
psychology into America, the first to recognize its 
significance for pedagogy. That in the year of its 
foundation he was one of the co-workers in the Psycho- 
logical Institute of Leipzig, remains one of its most 
precious memories." 

Dr. Hall was now nearly 35 years old. He had 
received a training that was very unusual in his day 



48 G. STANLEY HALL 

among Americans. With a home life that was almost 
ideal in its Puritan simplicity; with his undergraduate 
years spent at one of the very best of American col- 
leges; a year of study at the Union Theological 
Seminary; a year as a private tutor in a wealthy and 
refined family; six years of teaching, four in one of 
the smallest and two in one of the largest colleges in 
the land; added to all of which nearly six years' study 
in Germany, he had received what may be fairly 
summed up as an ideal preparation. As Dr. Titch- 
ener puts it: — 

" Six years in Germany, without the haunting op- 
pression of the doctor's thesis — such was Dr. Hall's 
opportunity, and he made the most of what was 
offered. He heard Hegel from the lips of Michelet; 
he sat with Paulsen in Trendelenburg's seminary; he 
undertook work of research in Ludwig's laboratory, 
with von Kries as partner; he experimented with 
Helmholtz; he was the first American student in 
Wundt's newly founded laboratory of psychology; he 
discussed psychophysics with Fechner, the creator of 
psychophysics; he was present at Heidenhain's early 
essays in hypnotism; he attended those lavishly 
experimental lectures of Czermak, where hecatombs 
of dogs were sacrificed on the altar of science and, 'in 
one case, even a horse was introduced to show heart 
action;' he was informed by Zollner of the marvels 
wrought by Slade, and later he saw those same marvels 
performed 'at evening parties in Berlin by a young 
docent in physics;' he followed courses in theology, 
metaphysics, logic, ethics, psychology, the philosophy 
of religion — in physics, chemistry, biology, physio- 
logy, anatomy, neurology, anthropology, psychiatry; 



FOREIGN STUDY AND TRAVEL 49 

he frequented clinic and seminary, laboratory and 
lecture; and he roamed afield as far as Paris on the 
west and Vienna on the east. Non cuhis homini 
contingit adire Corinthum ! But Dr. Hall made the 
journey twice over, and took his fill of the intellectual 
feast." 



IV 
ANTIOCH, HARVARD AND JOHNS HOPKINS 



1872—1878, 1880—1888 
From the catalogue of 1912-1913, we find that 

"Antioch College was founded in 1852, and opened in 
the fall of 1853, with Horace Mann as first president. 
The college building was dedicated in October, 1853, 
and the first graduating class was in June, 1857. In 
1859 the college was reorganized under new articles of 
incorporation. 

" The following aims have characterized the college 
throughout its history: to maintain a non-sectarian 
college of high rank; to offer equal opportunities to 
students of both sexes; to develop a high standard of 
character and scholarship. While the college is non- 
sectarian, it inculcates Christian worship and Chris- 
tian ethics. Chapel services are held daily. There are 
no saloons in Yellow Springs, which is an important 
thing in the molding of the character of the students. 
Though not the first college to adopt coeducation, 
Antioch was the first college to place women upon an 
entire equality with men in being allowed to take the 
same courses and to read their essays on Commence- 
ment Day. 

" The high character of the instruction at Antioch 
is well indicated by the type of men who have gone 
from here to other colleges and universities. Among 
others may be mentioned: Dr. Thomas Hill, who 
went from Antioch to the Presidency of Harvard 
University; Professor W. C. Russell, for many years 



ANTIOCH, HARVARD, HOPKINS 51 

Vice-President of Cornell University; Dr. Edward 
Orton, President of Antioch in 1872-1876, and after- 
wards the first President of Ohio State University; Presi- 
dent G. Stanley Hall, of Clark University; Professor 
James K. Hosmer, at Antioch from 1866 to 1872, the 
historian and for many years Professor of History in 
the University of St. Louis; Professor James E. Clark, 
for many years Professor of Mathematics in Yale 
University; Professor S. C. Derby, for the past twenty- 
five years Professor of Latin in Ohio State University; 
Professor E. W. Claypole, who went from Antioch to 
Buchtel and later to the University of California; 
Professor C. H. Chandler, who went from Antioch to 
Ripon College; Dr. J. B. Weston, late President of 
the Defiance Theological School; Professor Nicholas 
P. Gilman, late Professor of Sociology in Meadville 
Theological School and author of several books on 
social questions; Dr. Frank H. Tufts, late Professor 
of Physics in Columbia University; Dr. J. Y. Bergen, 
the botanist; and Amos Russell Wells, managing 
editor of the ' Christian Endeavor World/ 

"Antioch College is situated at Yellow Springs, 
Ohio, between the cities of Springfield and Xenia, 
about nine miles from each, seventy-five miles north- 
east of Cincinnati, and fifty miles west of Columbus. 
Two daily trains each way connect at Xenia and 
Springfield, with the large railway systems running 
through the State. The Xenia and Springfield trac- 
tion line also passes through Yellow Springs, and within 
a square of the college campus. Yellow Springs is 
widely known for the beauty of its scenery and the 
healthfulness of its climate." 

Here, in the fall of 1872, young Hall assumed his 
first professorship, and here he probably acquired that 



52 G. STANLEY HALL 

affection for the lecture room which he will, no doubt, 
retain to the end of his days. He took up his resi- 
dence with the President, Professor James K. Hos- 
mer's father, for the first year. He thought his quali- 
fications for teaching English rather poor, so he went 
systematically to work "reading up" far into the small 
hours everything he could lay his hands on in Anglo- 
Saxon. In spite of the hard work he found the life 
with the students extremely stimulating. He often 
speaks with enthusiasm of a "picked lot of girls" who 
did particularly well in his classes in those early days. 

In the second year he was made Professor of Modern 
Languages and Literature. This was an agreeable 
change, as he felt much more at home teaching French 
and German, and reading standard authors and plays. 
The modern languages left him with more time on his 
hands, so that when Dr. Orton, the geologist, was 
elected to succeed President Hosmer who had taught 
philosophy, Hall took over the work in that depart- 
ment. Now he had a subject that appealed to him 
and for the rest of his stay at Antioch he made philos- 
ophy his chief work. He read extensively, or, as he 
puts it, "soaked" himself with Darwin, Spencer, Hux- 
ley, and all he could get on the subject of evolution. 
He also gave a course in the History of Philosophy to 
a very small group of the older and abler students. 

As was customary in the denominational colleges of 
the day, he had to take his turn at conducting chapel 
exercises on Sunday. He says it was " so-called 
preaching, really essay reading, and I still have a 



ANTIOCH, HARVARD, HOPKINS 53 

big bunch of those quasi sermons all on philosophical 
subjects." The religious emancipation at the college 
was complete, the intellectual atmosphere keen, and 
there was no sharp line drawn between the mature 
students and the professors. The latter were mostly 
young, alert and progressive, and the former, with a 
few exceptions, looked forward to entering the teaching 
profession. The natural surroundings were charming 
and attractive, with the wonderful Yellow Spring 
that gave the town in which Antioch was located its 
name. The ideals of the little college community 
were high, and they had sacrificed numbers to quality 
for some years. One summer when visiting in Cam- 
bridge, Hall suggested to President Eliot that entrance 
examinations for Harvard should be held at Antioch. 
President Eliot was evidently interested and, while he 
did not carry out the scheme at Antioch, he wrote 
Hall that his proposition had led to the institution of 
the Harvard scheme of examinations at other places. 
One of his colleagues of that time recently wrote: 

"Professor Hall was director of the college choir 
while at Antioch. He required the punctual attendance 
of the classroom, and through his knowledge of the 
best music, and untiring efforts, he brought the choir 
to a rank never since attained. Some members 
ventured to protest against the frequent use of 'Ein 
Feste Burg ' for chapel exercises, saying, ' We do not 
like it.' ' Then sing it until you do/ was Professor 
Hall's firm reply. And they did. It appeared in the 
list of hymns every week, and it became a favorite. 

" He was kind, impulsive, energetic, very sensitive 



54 G. STANLEY HALL 

and often misunderstood. He was unsparing with his 
time, and very ready to assist the faithful students, but 
unrelentless with the shirk. 

" He insisted on students before the public making 
every preparation in order to do the college and them- 
selves credit. This showed in the state rhetorical 
contests where Antioch then stood first. His work 
for the college library in examining and arranging 
pamphlets, speeches and documents connected with 
the college history, was invaluable. 

"He took ready part in Teachers' Institutes and 
conventions with other members of the faculty, and 
was instrumental in having them held at the college. 
Being a free and easy speaker, with new ideas, he was 
listened to with interest and pleasure, and lectured in 
the neighboring cities on such occasions. 

" He not only entered into college activities with 
enthusiasm, but also into the social life of the village, 
organizing at one time a literary club of college and 
towns-people, with a regular public program of real 
worth and attractiveness. There was much narrow 
sectarian prejudice and some bitter opposition, both 
within and outside of the college, to Professor Hall's 
theological views. 

"At one time the Unitarians gave $400 yearly to 
Wilberforce College, and for a while this was used for 
a course of lectures to be given by Antioch professors. 
The noted Bishop Payne was then President of that 
institution. Professor Hall gave a course of lectures 
in English Literature and took charge of the essays of 
the graduating class. His fine work in that field was 
fully appreciated. It was customary then for some 
of the Antioch faculty to attend the Wilberforce 
Commencement, and I well remember their expressions 
of surprise and admiration as one after another of 



ANTIOCH, HARVARD, HOPKINS 55 

those negro graduates showed the fine training of a 
master hand. One of these ' orators ' afterwards 
entered the ministry and did splendid work as a 
Methodist bishop amongst his own people. 

" In order to clear Antioch from suspicion, the faculty 
were compelled to investigate the ' Great American 
Literary Bureau/ unearthed in that place. Professor 
Hall's unselfishness is fully illustrated in his attitude 
upon this occasion. He said to the faculty, ' You 
have your homes here and your families. The one 
who undertakes this investigation will have to contend 
with unpopularity and bitterness, and possibly will 
have to go. I am free, and I will do it,' and he did. 
As he predicted, not only bitterness, but intense hatred 
resulted from the exposure of some people in town 
engaged in procuring and selling essays to the college 
students. Antioch was cleared of all suspicion by the 
firm and energetic action of Professor Hall. 

" When he left, Dr. Edward Everett Hale expressed 
the appreciation of the Board of Trustees, and regretted 
that they could not keep him at Antioch, owing to 
the financial condition of the college at that time." 

In the course of his philosophical studies at Antioch, 
he became deeply interested in Hegel and made occa- 
sional Sunday trips to St. Louis to sit at the feet of 
William T. Harris, who, with a group of able men 
about him, among whom were Snyder and Davidson, 
met on Sundays to read and discuss Hegel and kindred 
topics. When Rosencranz's epitome of Hegel's doc- 
trine appeared in German he undertook a translation 
of it for Harris's Journal of Speculative Philosophy. 
It was published later as a pamphlet, in extended form, 
under the title " Hegel as the National Philosopher of 



56 G. STANLEY HALL 

Germany." The pamphlet attracted but little atten- 
tion and but few copies were sold. The publisher 
returned to him the unsold copies some years after- 
ward, but what became of them we do not know. Here, 
too, he met Judge Stallo, later minister to Italy; Dr. 
Bartholomew, a very broad minded, intelligent and 
accomplished physician; and the librarian Vickers 
who was a great German scholar and philosopher, who 
was particularly kind and helpful to him at this period. 
Dr. Edward Everett Hale was a member of the 
Board of Trustees of Antioch, as was also Dr. Bellows, 
and Hall began here an acquaintance with the former 
which lasted as long as he lived. When Dr. Hale was 
interested in raising a fund to establish a chair of 
Pedagogy at Antioch, he wrote Dr. Hall of his plan 
and received from him the following reply: 

Clark University, 

Worcester, Mass., 

March 17, 1900. 
My Dear Dr. Hale: 

I welcome with great enthusiasm the plan of raising money to 
establish a chair of higher pedagogy at old Antioch. The central 
location of the college, the strange absence of state normal schools 
in Ohio, and best of all the traditions of Horace Mann, combine to 
make such an effort most fitting and most hopeful. 

Moreover, we are just inaugurating a period of educational 
renaissance such as this country has never seen. Publications 
have multiplied, the best class of minds are focussing their attention 
upon the larger problems of education, the public was never so 
open-minded and receptive, and everything indicates that this is 
one of those nascent, plastic periods when things are to be shaped 
for a long future. 

Once more Antioch has always been a trading station for teachers. 
The majority of all its students have entered that profession and 
many have won distinction in it. This gives a spirit and genius to 



^f **■' 



N 



i 




AT THE AGE. OF TWENTY-NINE 



ANTIOCH, HARVARD, HOPKINS 57 

the place that is an invaluable background. I have heard of nothing 
since my days at Antioch that seems to me so wise, practical and 
even inspiring as the suggestion for a strong chair in the higher 
pedagogy there. This would probably enable the college to offer: 

1. A good course in the history of education. This should 
trace the great educational reforms from ancient times down to 
the present, characterizing the leaders and outlining their aims and 
lives. Such a course is an indispensable basis of all other work, 
because it teaches how to avoid mistakes, is economic by preventing 
the repetition of experiments of which history has proven the 
futility, and enables the teacher, superintendent or principal to 
take large views, a matter so difficult for those engaged in the active 
routine of education. 

2. There should be taught the philosophy and the psychology 
of education; the one gives the history of the largest and broadest 
conceptions of the ends and methods of education; the other 
teaches the most economic means of attaining those ends and is the 
basis of all instruction and methods. These subjects should not 
be too abstract but practical, and there should be plenty of refer- 
ence to genetic or child study methods and results. 

3. School hygiene, which is almost a creation of the last ten 
years, should be taught. This requires the hygienic point of view to 
be regarded for every department of school work, even reading, 
writing, building, lighting, heating, ventilation, school hours, 
length of recitation, and should involve some instruction in the 
methods of measuring and weighing, by testing children's eyes, 
ears and health generally. 

I believe that an advanced course of this higher pedagogy, that 
should appeal not only to teachers generally but especially to high 
school and normal teachers, would mark the most important epoch 
at Antioch College since Horace Mann. 

I would suggest also that this department conduct every year a 
summer school. I think this would be of advantage to the repu- 
tation of the college and ought to be a source of income. It is a 
great link between the town and the college to bring one or more 
hundred teachers from outside each season to compare notes and 
sit at the feet of wisdom. 

It should be borne in mind that such a departure cannot be made 
without a generous endowment. None or the best should be the 
maxim, and pedagogical apparatus and books are indispensable 
and expensive. 

Sincerely Yours, G. Stanley Hall. 



58 G. STANLEY HALL 

He acted as librarian for a part of the time and 
helped out the library funds by interesting himself in 
the plays for public presentation given during the 
winter months, sometimes as many as four in a season. 
He took an active part in these performances, assign- 
ing parts, suggesting costumes, and playing Orlando, 
Romeo, Claude Melnotte, etc. He also acted as choir 
master in church, when he was not preaching, and on 
occasions, was even called upon to play the organ in 
the absence of the organist. He once said in speaking 
of these days: — 

"My chair was a whole settee. I taught English 
language and literature, German, French, philosophy 
in all its branches, preached, was impressario for the 
college theatre, chorister, and conducted the rhetor- 
ical exercises, and spread out generally. But I did a 
lot of solid reading in spite of all these duties and my 
four years at Antioch were most profitable ones. The 
place was full of memories of Horace Mann, who had 
died many years before, and it so happened that in 
my first year there I slept in the very room and bed 
in which he died." 

When Wundt's " Grundzuge der Physiologischen 
Psychologie " first appeared, in 1874, Hall secured a 
copy at once and became deeply interested in it. So 
much so that in the spring of 1875 he decided to return 
to Germany and enter Wundt's laboratory. He 
offered his resignation, but the President and Trus- 
tees importuned him to stay one more year as he had 
not given them sufficient notice of his intention. So 
he consented to remain another year. 



ANTIOCH, HARVARD, HOPKINS 59 

In his last year at Antioch he made his first and 
last attempt at story writing. He sent it to Appleton's 
Journal. It was accepted and, to his surprise, he was 
paid the sum of $150.00 for it. This was the first 
money he ever made by his writing, if we except the 
pittance he received for his services as " war corres- 
pondent " in 1870. 

The story, entitled "A Leap Year Romance," did 
not appear in print until late in 1878, long after he had 
left Yellow Springs. He fully believed he had dis- 
guised everything so that not a single personality or 
event would be recognized, but he admits " as I looked 
it over in the light of some severe censure for my 
indiscretion in making so many personal revelations, 
it did seem to be almost guiltily full of actual happen- 
ings at Antioch, some of them rather personal." In 
view of this admission, it may be worth while to re- 
produce here his description of the community where 
he spent four such profitable years. 

" Springtown City is a quiet little village that has 
grown up around a college for both sexes, which was 
founded by a vigorous religious sect, something less 
than half a century ago, in what was then the far 
West. It stands upon a gentle southern slope, from 
which, across a deep ravine or glen, can be seen a 
magnificent expanse of rich level bottom-land. 

"Farther up, behind the town, in a grassy oak-opening, 
stands an immense but now somewhat dilapidated 
wooden hotel, which a rash speculator had built fifteen 
years before our story commences, over a large chaly- 
beate spring. The glen, through which now flows a 



60 G. STANLEY HALL 

tiny stream, must have once been the bed of a mighty 
torrent, for it is more than half a mile wide, very deep, 
and cut with many a curve, quaint, tunneled arch, 
and dangerous pit-hole through the solid blue lime- 
stone rock. Indeed, one of the professors of the col- 
lege had been for years, and despite some ridicule, 
patiently accumulating evidence for a pet theory of 
his, that the three central great lakes along our north- 
ern boundary once found a nearer outlet to the sea 
through this ravine, but that it had been for most of 
its length filled up by the debris of the glacial epoch, 
till the rising waters of the lakes were forced to seek 
put a new and higher channel, now called the Niagara, 
into Ontario and the St. Lawrence. 

" Both college and town had been larger twenty-five 
years ago than now. Indeed, the claims of the former 
upon the patronage of the community had been at 
first so successfully urged that more than a dozen 
ignorant heads of families actually sold all they had, 
and came in canvas-topped prairie-wagons and en- 
camped for weeks under the unfinished walls of the 
dormitories in the vague hope that somehow their 
dirty and unlettered youngsters were here to be trained 
up into lawyers, editors, statesmen, and perhaps 
presidents, by a new-fangled educational process 
which they did not pretend to understand. The town 
also had once given promise of speedy and unlimited 
growth. For a few years extravagant expectations of 
sudden wealth had attracted many capitalists, until, 
asjjthe larger enterprises failed one after another, 
investments were withdrawn to more promising fields. 

" Springtown City had now entered upon a second 
and more tranquil period of its history. A large por- 
tion of the population was still transient, settling here 
for a few months or years, on account of the extreme 



ANTIOCH, HARVARD, HOPKINS 61 

cheapness of rent, for the education of children, or for 
health and recreation. Half a dozen wealthy business 
men from a not far distant city had established summer 
homes in or near the village. But the strangest 
thing about the place was that the influence and number 
of the unfair sex had been steadily decreasing until by 
the last census it was found that in the village proper 
the men were outnumbered almost three to one by 
the women. Widows left with slender incomes, 
anxious mammas who looked upon a college-town as a 
cheap matrimonial bazaar, wives of business men who 
could spend only Sunday with their families, and a 
whole chorus of sharp-witted and often sharper- 
tongued maids, old and young, made up the society 
and the sentiment of the town; while for half a gener- 
ation the younger and more ambitious men had sought 
competency or professional renown in wider and more 
promising fields. 

"In the college, too, the girls had gradually come to 
outnumber and even outrank the boys, while their 
influence upon the latter grew more and more domin- 
ant. They had never been regarded with contempt 
as rivals, and from the first their presence, almost 
without their consciousness, had tended to repress 
many of the bad habits and licensed barbarities of 
college life. But now a stolen moonlight ramble with 
a young lady class-mate, or a picnic in the glen, was 
gradually becoming more attractive than a midnight 
raid on freshmen or a game of ball, until at last the 
robust boy-life of the American college, which, with all 
its abuses, seasons and straightens many a green and 
crooked stick, was almost forgotten. Even the faculty 
were obliged to admit that the collection of specimens 
in natural science was vastly facilitated by allowing 
the classes to pair off in their studies of flora and fauna. 



62 G. STANLEY HALL 

The boys sometimes wrote essays on domestic life, on 
ideal womanhood, and on the prominence given to 
the sentiment of love in the literatures of the world, 
and were fond of attending the Hypatia Club, where 
social and political themes were discussed by their 
young lady rivals, often with great sagacity and matur- 
ity. In all social gatherings where town and college 
met, men were at quite a premium. On Shakespeare 
evenings ladies sometimes had to assume the parts of 
Orlando, Ferdinand, and even Benedict and Petruchio. 
Two of them became quite acceptable as bass-singers, 
and all took turns in dancing ' gentleman ' with 
white handkerchiefs tied about the right arm. In the 
weekly prayer-meetings at several of the churches, 
the most edifying exercises were usually led by women. 
A few of the stronger-minded once walked to the polls, 
and vainly demanded the right to vote, and one of 
them afterward went so far as to allow her piano to 
be sold rather than to pay her taxes. Another, at a 
public anniversary, read a rather too scientific essay 
on tight-lacing, and another persisted for a year in 
wearing a reform costume. But, on the whole, despite 
some gossip-mongering, and now and then an eccen- 
tricity like the above, a wise spirit of moderation 
pervaded the place. Not a dram-shop was open there 
after the woman's crusade. Immorality was repressed 
by a rigid social ostracism, while the whole moral 
atmosphere was kept singularly pure and bracing by 
an all-pervading censorship, sometimes as rigorous and 
outspoken as a woman's indignations, and sometimes 
as subtle as feminine tact." 

He finally left Yellow Springs at the end of the college 
year, in 1876, fully determined upon returning to 
Germany on his savings from his $1,500.00 salary of 



ANTIOCH, HARVARD, HOPKINS 63 

the past four years. Visiting his brother, Robert, in 
Cambridge, he met President Eliot of Harvard, who 
offered him a tutorship in English at a salary of $1,000.00 
under Professors Child and Hill. The position was 
not an attractive one, yet, as he says in chapter 14 of 
his " Educational Problems," perhaps there was the 
hope that he might attain " what was then to am- 
bitious young students, at least to those reared near 
the heart of New England who daily pray with their 
faces toward the golden state house dome, the supreme 
earthly felicity of a chair, or even a foot-stool, at 
Harvard." Professors Bowen and Hedge were well 
on in years; one of them might soon resign and he 
might be given a chance to teach philosophy or psy- 
chology. So he accepted, confiding his hopes of 
advancement to President Eliot in doing so. 

The work at Harvard, where he remained two years, 
he found very monotonous after the freer air of An- 
tioch. He had the sophomore class, of about 250, in 
three divisions, reciting an hour each from 9 to 12 each 
morning, repeating the required lesson. It was almost 
the only required course and was, therefore, hated by 
the students. He also had to correct the two three- 
hour examination papers of each of his 250 students, 
besides four " sprung " one-hour written exams., and 
the six themes required of each. The themes had to 
be corrected by an adjustable standard in red ink, 
enough to justify re-writing, making really twelve 
compositions for each student. This marking had to 
be done conscientiously, as a large number of the class 



64 G. STANLEY HALL 

depended more or less upon their marks for rank, and 
many of them for scholarships. 

Here, again, in spite of the large amount of required 
work, in which he took but slight interest, he found 
time to attend courses under Dr. H. P. Bowditch at 
the Medical School on Boylston street, and to work 
in his physiological laboratory on " The Muscular 
Perception of Space," which he presented as a thesis 
for the Doctorate in Philosophy in June, 1878. He 
also took work with William James, with whom he 
became very intimate. They took long walks to- 
gether and saw a good deal of each other in these two 
years. Later, they spent a summer together tramping 
around Heidelburg, and the year before James was 
married they spent a few weeks together at a summer 
camp built by Putnam, Bowditch and James in the 
Adirondacks. 

In the middle of his second year he had an attack 
of scarlet fever which laid him up for several weeks. 
He offered his resignation, bur President Eliot said 
he would await his recovery with equanimity and 
thought he ought to fulfill his year's engagement, 
which he did. 

His examination for the Doctor's degree took place 
at Professor Bowen's house, those present being 
Professors Everett, Bowen, Bowditch, Hedge, James 
and Palmer. The examination lasted three hours, and 
he received the Ph.D. degree at Commencement, in 
1878. 

Immediately after, he left for his second trip to 



ANTIOCH, HARVARD, HOPKINS 65 

Germany, which has been described in the previous 
chapter. 

In September, 1880, Dr. Hall and his wife, having 
just returned from Europe, started housekeeping in 
an apartment of four rooms in a little house on the 
outskirts of Medford. He began at once his work in the 
Boston schools on " The Contents of Children's 
Minds on Entering School," which was made possible 
by the liberality of Mrs. Quincy Shaw, who detailed 
four excellent teachers from her comprehensive sys- 
tem of kindergartens to act as special questioners 
under his direction, and by the co-operation of Miss 
L. B. Pingree, their superintendent. The results of 
this work were not published until May, 1883, when 
they appeared in the Princeton Review. 

Shortly after his return, President Eliot called on 
him and proposed that he give a course of twelve 
lectures on Saturday mornings in Bumstead Hall on 
Bromfield street. The University would assume the 
expense of the hall, pay for printing, and would adver- 
tise the course. There were to be twelve lectures to 
be given on Saturday mornings, and the proceeds 
from the sale of tickets, which were to be sold at 
$5.00 for the course, would be turned over to Dr. Hall, 
and President Eliot would introduce him at the first 
lecture. The offer was accepted and his introduction 
by President Eliot (which may be found in " Educa- 
tional Problems, vol. 2, p. 241) so spurred him on that 
he put forth his best efforts. The lectures were well 
attended and brought him forward at once as a man 



66 G. STANLEY HALL 

who must be reckoned with in the educational field. 
He was asked to repeat the course the following year 
and did so. 

From the foundation of Johns Hopkins University 
in 1876 President Gilman invited a number of men 
each year to give short courses of lectures at that 
institution, then perhaps the most prominent and the 
best endowed university in America. James Bryce, 
H. B. Adams, Richard T. Ely, E. A. Freeman and G. 
Stanley Hall were among those invited in the year 
1881-1882. 

In 1882 President Gilman offered him a lectureship 
in psychology with an appropriation of $1,000.00 a 
year for the purpose of building up a psychological 
laboratory. This offer Dr. Hall accepted and took 
up his residence in Baltimore at the opening of the 
college year, 1882-1883. He found there as students 
in his department, Dewey, Cattell, Jastrow, Taber 
and a few others, and a little later Burnham and San- 
ford were also enrolled. He lectured in a dwelling 
house at first and his laboratory was upstairs in the 
same building. Later he was given a suite of rooms 
in the Biological Laboratory building where Donaldson 
became his assistant. In April, 1884, he was made 
Professor of Psychology and Pedagogics. He lectured 
on psychology (graduate and undergraduate), psycho- 
logical and ethical theories, physiological psychology, 
history of philosophy and education; worked hard to 
build up a good laboratory, which was not an easy 
thing to do in those early days; gave a good many 







AT THE AGE OF FORTY 



ANTIOCH, HARVARD, HOPKINS 67 

lectures up and down the country on educational 
topics; compiled, with the assistance of John M. 
Mansfield, a Bibliography of Education; and brought 
out a number of papers in the scientific journals. 

From the Johns Hopkins Register, we gather that 
he gave in the academic year 1881-1882, ten public 
lectures on Psychology on Tuesdays, Thursdays and 
Saturdays from January 6-27, 1882, the average at- 
tendance being 190. From February 20 to April 10, 
1883, on Tuesdays, he gave another public course of 
eight lectures on " Principles and Methods of Intel- 
lectual Training," with an average attendance of 191. 
Again, from March 11 to April 8, 1884, on Tuesdays, 
he gave five public lectures on educational topics with 
an average attendance of 129. From 1884 until 1888, 
Dr. Hall occupied a place on the Academic Council, 
and Board of University Examiners. 

For some years he had longed to establish a journal 
of his own which should be devoted to the new psy- 
chology, but had been unable to do so on account of 
the expense. But in the summer of 1887 a gentleman 
who had heard him lecture in Philadelphia offered to 
help him and contributed the sum of $500.00 for that 
purpose. The first issue of 1500 copies of the Amer- 
ican Journal of Psychology appeared in November, 
1887. Dr. Hall did most of the work himself in the 
early numbers, and although published at first at a 
loss, it soon obtained a recognized position and became 
self-supporting. 

Social life was almost entirely inside the faculty, and 



68 G. STANLEY HALL 

Dr. Hall made few friends outside. Among his inti- 
mates were Herbert B. Adams, Richard T. Ely, Paul 
Haupt, H. Newell Martin, Henry A. Rowland and Henry 
Wood. During his stay in Baltimore he occupied suc- 
cessively the following homes: 132 W. Madison St., 
and 458 (now 1526) Eutaw Place; from the latter he 
moved into a home of his own at 923 N. Calvert St. 

Woodrow Wilson attended his lecture course one 
year, taking his minor in psychology. He speaks of 
Wilson as one of the most mature of his students and 
as quite a marked man even in those days. 

The ideals of Johns Hopkins University appealed 
very strongly to Dr. Hall as is abundantly evidenced 
in the ideals of Clark University. He paid a glowing 
tribute to President Gilman, an extract of which is 
given here, taken from the Outlook of August 3, 1901. 

" True history in this field was perhaps never so 
hard to write as in this country, pervaded as it is with 
insidious biases for competing institutions, and the 
day of impartiality and competency of judgment will 
dawn late; but just in proportion as love of the highest 
learning and research prevail, his qualities will become 
the ideals of leaders in our American system. 

" President Gilman is essentially an inside President. 
His interest in the work of the individual members of 
his faculty does not end when they are engaged, but 
begins. He loves to know something of their every 
new investigation, however remote from his own spec- 
ialty, and every scientific or scholarly success feels the 
stimulus of his sympathy. His unerring judgment of 
men has been triumphantly justified in the achieve- 
ments of those he has appointed; and although in 



ANTIOCH, HARVARD, HOPKINS 69 

selecting young men he has had to walk by faith, he 
has nowhere shown more sagacity than in applying 
individual stimuli and checks, and in this sense and 
to this extent has been a spiritual father of many of his 
faculty, the author of their careers; and has for years 
made the institution the paradise and seminarium of 
young specialists. This has made stagnation impossible 
and the growth of professors here in their work has 
been, I believe, without precedent. When petrog- 
raphy, e.g., a pregnant new departure in science, 
knocked at the Hopkins door in the person of the 
brilliant but lamented George Williams, it was opened 
in welcome, and the country was stocked with young 
professors from his laboratory. The new psychology, 
for which other institutions had shown only timidity, 
was here given its first American home. Now the 
productivity of our fifty American psychic laboratories 
rivals, if it does not exceed, that of Germany. Clark 
University is in a sense an offshoot of the Johns 
Hopkins, where, small as it has so far been, the in- 
evitable next step of attempting university work only, 
with no undergraduate section, was first tried. His- 
tory, biology, mathematics, physics, chemistry, the 
Romance and Teutonic languages, Sanskrit, Semitic 
studies, and more lately several departments of medical 
study and others, have all felt the new life that has 
come from the seminaries, clinics, laboratories, lecture- 
rooms, and new journals which began at the Hopkins. 
In every one of all these lines of work the personality 
of its President has been an active and beneficent 
influence. 

Dr. Gilman is not pre-eminently an outside President 
or an outside organizer. He has never been known as 
an apostle of uniformity. It could never be said of 
him that there were dollars and students in all or even 



70 G. STANLEY HALL 

in anything that he said, in the sense that these con- 
siderations determined either what was said or left 
unsaid. He has had, I believe, no place on any 
committee of ten, twelve, or fifteen, and has no share 
in the unhappy business by which, in some parts of 
the country, secondary education has been dominated 
by or subordinated to college interests or requirements. 
He believes in individuality, and holds that institu- 
tions were made for men, and not men for institutions. 
He knows no selfishness, inter-institutional rivalry, nor 
has he taken part in the tendency to absorb or incor- 
porate other foundations into a great educational 
trust; but his faith and services are for the university 
invisible, not made with hands, which consists in the 
productive scientific work of gifted minds, wherever 
they are, sympathetic by nature and made still more 
so by the co-ordination of studies, as one of the most 
characteristic features of our age. 

As a member of his faculty I smarted not infre- 
quently under the faithful wounds of this friend; but 
these were only wholesome and made me all the more 
his debtor, and the state of my department in the coun- 
try I think owes more to him than to any other as our 
American system of education is organized. To ad- 
vance what he has done even a little in the world 
would satisfy all my ambitions. He has had optimism 
enough to sustain his own spirit and that of those 
about him under painful disappointments, and idealism 
enough to have made a long and magnificent fight 
against the materializing tendencies too prevalent 
here in higher education, and to demonstrate that often 
the most ideal thing is also the most practical." 

When he left to accept the call to the presidency of 
Clark University, his students presented him with a 



ANTIOCH, HARVARD, HOPKINS 71 

bronze statuette of the Greek Youth at Prayer, which 
has for the past twenty-five years adorned the room in 
his house where every Monday night in term his 
seminary meets from seven to eleven. 

Early in 1888 Senator George F. Hoar, who had met 
Dr. Hall on several occasions in Worcester and in Wash- 
ington, invited him to call on him at the Senate cham- 
ber, where he first told him of the scheme of Mr. 
Jonas Gilman Clark to found a great institution of 
learning at Worcester, Mass. Later, Mr. Clark, Mr. 
Hoar and John D. Washburn, who was secretary of the 
Board of Trustees of Clark University, called upon 
him at his home in Baltimore, and, after talking mat- 
ters over more fully, they secured his consent to a visit 
to Mr. Clark in Worcester. At Mr. Clark's house he 
met the members of the Board and was given to under- 
stand that he would in due course receive an official 
offer to accept the office of President of the new 
University. The official notice of his election was sent 
April 3, and he accepted May 1, 1888. 

Resigning his position at Johns Hopkins, June 4, 
1888, and leaving the new journal in the hands of 
Edmund C. Sanford, who had taken his degree under 
him that year, he turned his face once more to Europe 
where he visited every country save Portugal in the 
next nine months. He interviewed nearly all the 
educational men of note, collected building plans, 
statistics and reports, and brought back in March, 1889, 
much of the material later embodied in his articles in 
the early volumes of the Pedagogical Seminary. 



V 
CLARK UNIVERSITY 



Jonas Gilman Clark, the Founder of Clark Univers- 
ity, was born at Hubbardston, Worcester County, 
Massachusetts, February 1, 1815, and died in the city 
of Worcester, May 2, 1900, at the age of eighty-five. 
He worked on his father's farm until he was sixteen, 
attending the country school for a limited number of 
weeks each year. In 1831 he began to learn the car- 
riage maker's trade, setting up on his own account 
when he came of age. In 1845 he established a shop 
for the manufacture of tinware, opening stores later 
in Milford and Lowell and adding hardware and build- 
ing materials to his stock. In 1853 he went to Cali- 
fornia, shipping from the East provisions, furniture, 
miners' supplies and farming tools. In 1856 his busi- 
ness had resolved itself entirely to furniture, of which 
he supplied the larger part of the wholesale market of 
the Pacific coast for the next four years. In 1860, 
being in poor health, he sold out his business, invested 
his money in land and left for Europe. Returning to 
San Francisco, he took an active part in founding the 
California Council of the Union League of America, 
holding the office of Grand Treasurer until he removed 
to New York, in May, 1864. 



CLARK UNIVERSITY 73 

Retiring from business at the age of forty-five, Mr. 
Clark devoted his leisure to travel and intercourse 
with men and books. His interest in education began 
in his love of books, so that his library may be said to 
represent the early stage of his idea of a University — 
indeed, his first idea of a University seems to have 
arisen as an instrument to use books. It is certain 
that in his later years as a book buyer he was under 
the firm impression that he was collecting a library 
which would be invaluable to the University he con- 
templated founding, and it was a keen disappointment 
to him when he slowly learned, in the first stages of 
its development, that a University Library was some- 
thing entirely different from, and far larger than, his 
conception of it. To see his carefully gathered collec- 
tion of books and magazines outnumbered four times 
over by modern scientific works in a single year brought 
a new experience for which he was not prepared. 

However, Mr. Clark's ideas and ideals grew with the 
growth of the University and at his death, in 1900, he 
left one-quarter of his estate for the endowment of the 
Library, thus placing it among the very few well en- 
dowed University libraries in the country. 

As the first positive step toward the realization of 
long-formed plans, Mr. Clark, in March, 1887, in- 
vited the following gentlemen to constitute with him- 
self a Board of Trustees: — 

Stephen Salisbury, A.B., Harvard, 1856; Universities of Paris 
and Berlin, 1856-58; LL.B., Harvard, 1861; President Anti- 
quarian Society 1887-1905; State Senator, 1892-95. Died 
Nov. 16, 1905. 



74 G. STANLEY HALL 

Charles Devens, A.B., Harvard, 1838; LL.B., Harvard, 1840; 
Major-General, 1863; Associate Justice of the Massachusetts 
Superior Court, 1867-73; Associate Justice of the Massachusetts 
Supreme Judicial Court, 1873-77, and again, 1881-91; Attorney- 
General of the United States, 1877-81; LL.D., Columbia and 
Harvard, 1877; Died Jan. 7, 1891. 

George F. Hoar, A.B., Harvard, 1846; LL.B., Harvard, 1849; 
United States House of Representatives, 1869-77; Member 
Electoral Commission, 1876; United States Senate 1877-1904; 
Chairman of Judiciary Committee, 1891-1904; LL.D., William and 
Mary, Amherst, Harvard and Yale; Died, Sept. 30, 1904. 

William W. Rice, A.B., Bowdoin, 1846; admitted to Bar, 1854; 
United States House of Representatives, 1876-86; LL.D., 
Bowdoin, 1886. Died March 1, 1896. 

Joseph Sargent, A.B., Harvard, 1834; M.D., Harvard, 1837; 
London and Paris Hospitals, 1838-40. Died Oct. 13, 1888. 

John D. Washburn, A.B., Harvard, 1853; LL.B., Harvard, 1856; 
Representative, 1876-79; State Senate, 1884; United States 
Minister to Switzerland, 1889-92. Died Apr. 4, 1903. 

Frank P. Goulding, A.B., Dartmouth, 1863; Harvard Law School, 
1866; City Solicitor, 1881-93. Died Sept. 16, 1901. 

George Swan, A.B., Amherst, 1847; admitted to Bar, 1848; 
Member of Worcester School Board, 1879-90; Chairman of High 
School Committee, 1887-90. Died Oct. 5, 1900. 

On petition of this Board, the Legislature passed 
the following 

Act of Incorporation. Chapter 133 

commonwealth of massachusetts, in the year one thousand 
eight hundred and eighty-seven. an act to incorporate 
the trustees of clark university in worcester. 

Be it enacted by the Senate and House of Representatives in 
General Court assembled, and by authority of the same, as follows: — 

Section 1. Jonas G. Clark, Stephen Salisbury, Charles Devens, 
George F. Hoar, William W. Rice, Joseph Sargent, John D. Wash- 
burn, Frank P. Goulding and George Swan, all of the city of Wor- 
cester, in the Commonwealth of Massachusetts, and their suc- 
cessors, are hereby made a corporation by the name of the Trustees 
of Clark University, to be located in said Worcester, for the purpose 



CLARK UNIVERSITY 75 

of establishing and maintaining in said city of Worcester an insti- 
tution for the promotion of education and investigation in science, 
literature and art, to be called Clark University. 

Section 2. Said corporation may receive and hold real or per- 
sonal estate by gift, grant, devise, bequest or otherwise, for the 
purpose aforesaid, and shall have all the rights, privileges, immu- 
nities, and powers, including the conferring of degrees, which 
similar incorporated institutions have in this Commonwealth. 

Section 3. Said corporation shall have the power to organize 
said University in all its departments, to manage and control the 
same, to appoint its officers, who shall not be members of said cor- 
poration, and to fix their compensation and their tenure of office; 
and said corporation may provide for the appointment of an advisory 
board and for the election by the Alumni of said University to fill 
any vacancies in said board. 

Section 4. The number of members of said corporation shall 
not be less than seven nor more than nine, and any vacancy therein 
may be filled by the remaining members at a meeting duly called 
and notified therefor; and when any member thereof shall, by reason 
of infirmity or otherwise, become incapable, in the judgment of 
the remaining members, of discharging the duties of his office, or 
shall neglect or refuse to perform the same, he may be removed and 
another be elected to fill his place, by the remaining members, at a 
meeting duly called and notified for that purpose. 

Section 5. This Act shall take effect upon its passage. 

House of Representatives, March 30, 1887, Passed to be Enacted. 
Charles J. Noyes, Speaker. 

Senate, March 31, 1887, Passed to be Enacted. 

Halsey J. Boardman, President. 

During the previous five years, Mr. Clark had 
gradually acquired a tract of land, comprising about 
eight acres, located on Main Street, a mile and a half 
from the heart of the city. 

Plans for a main building were submitted to the 
Board by Mr. Clark, which were approved, and its 
erection was at once begun. The cornerstone was laid 



76 G. STANLEY HALL 

with impressive ceremonies, October 22, 1887. This 
building is 204 x 114 feet, four stories high and five 
in the centre, constructed of brick and granite, and 
finished throughout in oak. It contains a total of 
90 rooms, and in its tower is a clock with three six- 
foot illuminated dials, which was presented by citi- 
zens of Worcester. 

On April 3, 1888, Dr. Hall was invited to the presi- 
dency. The official letter conveying the invitation 
contained the following well-considered and significant 
expression of the spirit animating the trustees: — 

" They desire to impose on you no trammels; they 
have no friends for whom they wish to provide at the 
expense of the interests of the institution; no pet 
theories to press upon you in derogation of your 
judgment; no sectarian tests to apply; no guarantees 
to require, save such as are implied by your accept- 
ance of this trust. Their single desire is to fit men for 
the highest duties of life, and to that end, that this 
institution, in whatever branches of sound learning it 
may find itself engaged, may be a leader and a light." 

This invitation was accepted May 1, and the presi- 
dent was at once granted one year's leave of absence, 
with full salary, to visit universities in Europe. 

On this trip he sought information from every 
source. Books, reports, and building-plans of many 
kinds were gathered. Ministers of education, heads of 
universities, and, above all, leading scientific men, 
were visited. The information and advice of the lat- 
ter, always cheerfully given, and in not a few cases in 
detail and in writing, constituted by far the most valu- 



CLARK UNIVERSITY 77 

able result of this trip, and was reported on later at 
greater length. Much of this advice was confidential, 
and involved personalities; some of it embodied long 
and fondly cherished ideals of great men, nowhere 
realized at that time; but most of it represented the 
inner aims, methods, and ideals of the best existing 
institutions. 

During his absence the chemical laboratory build- 
ing was erected on the corner of Maywood and Wood- 
land Streets, from plans drawn by a young engineer 
under Mr. Clark's direction. 

The opening exercises were held in a hall of the Uni- 
versity, seating 1,500 people, on Wednesday, October 
2, 1889. The late General Charles Devens presided, 
and made an opening address. Addresses were made 
by Senator George F. Hoar and the president. The 
founder of the University stated his purpose as follows: 

" When we first entered upon our work it was with 
a well-defined plan and purpose, in which plan and 
purpose we have steadily persevered, turning neither 
to the right nor to the left. We have wrought upon 
no vague conceptions nor suffered ourselves to be borne 
upon the fluctuating and unstable current of public 
opinion or public suggestions. We started upon our 
career with the determinate view of giving to the 
public all the benefits and advantages of a university, 
comprehending full well what that implies, and feeling 
the full force of the general understanding, that a 
university must, to a large degree, be a creation ot 
time and experience. We have, however, boldly 
assumed as the foundation of our institution the prin- 



78 G. STANLEY HALL 

ciples, the tests, and the responsibilities of universities 
as they are everywhere recognized — but without 
making any claim for the prestige or flavor which age 
imparts to all things. It has therefore been our 
purpose to lay our foundation broad and strong and 
deep. In this we must necessarily lack the simple 
element of years. We have what we believe to be 
more valuable — the vast storehouse of the knowledge 
and learning which has been accumulating for the 
centuries that have gone before us, availing ourselves 
of the privilege of drawing from this source, open to 
all alike. We propose to go on to further and higher 
achievements. We propose to put into the hands of 
those who are members of the University, engaged in 
its several departments, every facility which money 
can command — to the extent of our ability — in the 
way of apparatus and appliances that can in any way 
promote our object in this direction. To our present 
departments we propose to add others from time to 
time, as our means shall warrant and the exigencies 
of the University shall seem to demand, always taking 
those first whose domain lies nearest to those already 
established, until the full scope and purpose of the 
University shall have been accomplished. 

" These benefits and advantages thus briefly out- 
lined, we propose placing at the service of those who 
from time to time seek, in good faith and honesty of 
purpose, to pursue the study of science in its purity, 
and to engage in scientific research and investigation — 
to such they are offered as far as possible free from all 
trammels and hindrances, without any religious, 
political, or social tests. All that will be required of 
any applicant will be evidence, disclosed by examina- 
tions or otherwise, that his attainments are such as to 
qualify him for the position that he seeks." 



CLARK UNIVERSITY 79 

The University began with graduate work only and 
in the following five departments: 

I. Mathematics. 
II. Physics, Experimental and Theoretical. 

III. Chemistry, Organic, Inorganic, Physical and 

Crystallography. 

IV. Biology, including Anatomy, Physiology and 

Paleontology. 
V. Psychology, including Neurology, Anthro- 
pology and Education. 

A sub-department of Education was established in 
1892, and the department of Chemistry was tempor- 
arily discontinued in 1894. 

To express more explicitly the character and policy 
of the institution, the Trustees voted to approve and 
publish the following statement: 

"As the work of the University increases, its settled 
policy shall be always to first strengthen departments 
already established, until they are as thorough, as 
advanced, as special, and as efficient as possible, 
before proceeding to the establishment of new ones. 

" When this is done and new departments are estab- 
lished, those shall always be chosen first which are 
scientifically most closely related to departments 
already established; that the body of sciences here 
represented may be kept vigorous and compact, and 
that the strength of the University may always rest, 
not upon the number of subjects, nor the breadth or 
length of its curriculum, but upon its thoroughness and 
its unity. 

" This shall in no wise hinder the establishment, by 



80 G. STANLEY HALL 

other donors than the founder, of other and more 
independent departments if approved by the Trustees. 
" While ability in teaching shall be held of great 
importance, the leading consideration in all engage- 
ments, reappointments, and promotions shall be the 
quality and quantity of successful investigation/ ' 

Arriving in Worcester in April, 1889, to take up his 
active duties as President of the University, Dr. Hall 
and his family stayed at the home of the founder for 
several months. In the fall he purchased the brick 
house on the corner of Woodland and Downing streets, 
where he has since resided. The property is directly 
across from the site occupied by the University and in 
1905 he sold it to the University. His family consisted 
of his wife and two children, Robert Granville, born 
Feb. 7, 1881, and Julia Fisher, born May 30, 1882. 

He opened his office at the University building on 
the 28th day of April, 1889, and put in a most strenuous 
five months in preparing for the opening of the insti- 
tution October 2nd. His ideals were high and he 
labored hard to carry them out. In his first report to 
the Board of Trustees in October, 1890, he says: 

" It must be of the highest and most advanced 
grade, with special prominence given to original re- 
search/ ' 

" We must not attempt at once to cover the entire 
field of human knowledge, but must elect a group of 
related departments of fundamental importance, and 
concentrate all our care to make these the best possible. 

" We must seek the most talented and best trained 
young men. We must not exploit them for the glory 



CLARK UNIVERSITY 81 

of the institution, work them in a machine, nor retard 
their advancement, but we must give them every 
needed opportunity and incentive. Their salaries 
must be among the very best in the country, yet we 
must not ask them to spend their best energies in 
teaching and earning tuition fees for the university, 
and must leave open all possibilities, should such prob- 
lems as individual fees, a periodic year in Europe, etc., 
arise later. We must give to those who know how to 
value it such facilities as we are able, that they may work 
for science and for themselves, requiring in return only 
a limited amount of mutual instruction, special and 
advanced enough to aid rather than divert from re- 
search (and no one is so eager and so able to teach the 
few fit as a discoverer), and careful conformity to a 
few obvious regulations." 

" The relation of the university to the college has 
the same perplexities as that of the college to the 
preparatory school. Sometimes young men are not 
sufficiently trained in college to utilize all the advantages 
of the university, still less to engage in original re- 
search, and sometimes able men are held back in post- 
graduate courses in small colleges, which do their proper 
work admirably, but lack the means to offer the far 
larger and more costly opportunities of the university. 
The A.B. degree is now a finality for no scholar, and 
if it be that changes impend that may bring it earlier, 
and that the incalculable advantages of real university 
life and work in our own country be opened to more 
and more of these graduates, then our problem of 
making a better adaptation of our work to colleges 
generally and individually becomes increasingly im- 
perative — the more so, as we are, I believe, the only 
university in the country which does not draw its 
chief earnings from and do most of its teaching for 



$2 G. STANLEY HALL 

undergraduates, and many, if not most of its so-called 
students, take undergraduate courses. In no univer- 
sity has the proportion of expenditure to income 
been so high as here, for, although our tuition is higher 
than any university or college known to me, we can 
admit but very few students. We must, therefore, 
give precedence to the very best and make full mem- 
bership in Clark University an honor. This, however, 
need not prevent us from abating tuitions in worthy 
cases, nor even from holding quizzes or brief and special 
preparatory courses for graduates who are promising 
but not fully qualified to use to the uttermost the oppor- 
tunities here, should we later desire to do so. 

" For those students whom we receive we should do 
everything possible for instructors to do. They should 
be personally aided, guided to the best literature, and 
advanced by every method that pedagogic skill and 
sympathy can devise. They should feel all the enthu- 
siasm, understand all the interests, and all the methods 
of the instructor. He should confidentially share 
with them all his hopes and plans for research. A great 
leader in science in Europe lately said in substance 
that he who has reserves from his own select and 
nearest student-apprentices, and has not learned the 
wisdom of sharing his choicest ideas freely with those 
he instructs without fear that they will be appropri- 
ated to his detriment, is not himself fertile in ideas, 
and is a pedagogue rather than a professor. The best 
and most advanced students will best and keenest and 
most lastingly appreciate all this, and every other 
effort in their behalf, whether by professors or by the 
authorities of the university. The chief study of the 
latter is that every one here be so placed that he may 
do the best and the most work of which he is capable. 
They are quick to share the pleasure and pride in his 



CLARK UNIVERSITY 83 

every achievement, and feel every token of appreci- 
tion he may receive from the competent expert, or 
which he in return is sure to feel for their endeavors/' 

" The most important part of our work is research, 
and we wish soon to be ready to be chiefly judged by 
the value of our contributions to the sum of human 
knowledge. By the unanimous vote of the board of 
trustees, approved by a unanimous vote of the faculty, 
the leading consideration in all engagements, re- 
appointments and promotions, must be the quality 
and quantity of successful investigation. This sig- 
nificant step gives us a unique character, and makes 
most of our problems new ones." 

"In a new movement of such magnitude and im- 
portance, we must go slowly to go surely.' ' 

But with a founder who could not understand these 
ideals and who gave no intimation of his real wealth; 
with a faculty of very earnest and very ambitious 
scientists; with an income that did not cover the salary 
list, serious difficulties and misunderstandings were 
inevitable. Dr. Hall probably had all this in mind 
when he wrote, in the same report: 

" Our great work, now in its most interesting, form- 
ative stage, where the very highest ideas may not be 
without some practical results, should inspire all with 
a passion for harmony and co-operation, and even if 
need be for forbearance and mutual concession. Per- 
haps none of us will ever see again an opportunity so 
precious; and, for a movement in the field of highest 
education in this country, of great historic and nation- 
al significance. 

" While, however, we must go slowly, we cannot 



84 G. STANLEY HALL 

afford to go too slowly. The present opportunity is 
without precedent in our educational history. Never 
were educational opinions so plastic and formative, or 
all minds so receptive, or so bent on better things in 
higher education as now. On several important next 
steps the information is all in and digested, and we are 
all agreed, and serious loss and grave disappointment 
of great expectation, which many years will be re- 
quired to efface will, I am fully convinced, follow long 
delay. The present opportunity to set noble fashions, 
to give the right direction to strong and important 
currents without, possibly no less valuable than the 
best and most we dare hope or wish for ourselves 
within, is precious and cannot last." 

Lack of frankness and lack of funds brought about 
strained relations between Founder, President and 
Faculty which culminated in the resignation of a 
number of the latter in the summer of 1892. 

The University opened its fourth year September 
27, 1892, with twelve instructors and forty students. 
Every member of the staff was enthusiastically de- 
voted to the ideals of the University and if the years 
1892-1900 were those of its poverty in money, — with 
an income of only $28,000 a year, — they were rich in 
scientific productivity. Every member of the staff of 
1892 stuck to his post, in spite of offers, in many cases, 
of more lucrative positions elsewhere, for the next 
twenty-one years, when Dr. Hodge broke the tradition 
by resigning to enter a larger field of work in the 
State of Oregon. 

Dr. Hall in his address at the celebration of the 



CLARK UNIVERSITY 85 

tenth anniversary summed up the early days of the 
University and some of its ideals, thus: 

No time in the history of the country could have 
been more favorable than the beginning of this period 
for a great and new university foundation. The epoch- 
making work of the Johns Hopkins University, which 
for the preceding decade had made Baltimore the 
brightest spot on the educational map of the country, 
and was the pioneer in the upward movement, had 
leavened the colleges and roused them from the life 
of monotony and routine which then prevailed, and 
kindled a strong and widespread desire for better 
things. The significance of the work of that institu- 
tion can hardly be overestimated. But financial clouds 
had already begun to threaten this great Southern 
luminary, and there were indications that, if the great 
work it had begun was to be carried on, parts of it, 
at least, must be transplanted to new fields. 

" It was at this crisis that our munificent Founder 
entered the field with the largest single gift ever made 
to education in New England, and one of the largest 
in the world, and with the offer of more to come, if 
sufficient co-operation was forthcoming. He selected 
Worcester as the site of his great enterprise with a 
piety to the region of his nativity worthy of the great- 
est respect and emulation, and in addition to the ful- 
filment of his pledges gave it the benefit of his own 
previous wide studies of education in Europe, and con- 
tributed wisely matured plans and constant personal 
oversight and labor for years. It is as strenuously en- 
gaged in this highest of all human endeavors that the 
world knows him, and that we shall remember him, and 
I am sure that we all unite today first of all in sending 
him in the retirement his health demands (although it 



86 G. STANLEY HALL 

cannot assuage his interest to see the work of his hands 
prosper) our most cordial greetings and our most 
hearty congratulations. 

" With a dozen colleges within a radius of one 
hundred miles doing graduate work, the plainest logic 
of events suggested at once a policy of transplanting to 
this new field part of the spirit of the Johns Hopkins 
University, and taking here the obvious and almost 
inevitable next step by eliminating college work, al- 
though the chief source of income by fees was thereby 
also sacrificed, and thus avoiding the hot and some- 
times bitter competition for students, waiving the test 
of numbers, and being the first upon the higher plane 
of purely graduate work, selecting rigorously the best 
students, seeking to train leaders only, educating pro- 
fessors, and advancing science by new discoveries. 
It was indeed a new field wide open and inviting, the 
cultivation of which was needed to complete our 
national life; the preliminary stages of its occupancy 
all finished, yes, necessary almost as a work of rescue 
for the few elite graduates who wished to go beyond 
college but not into any of the three professions, and 
who had had hitherto a pathetically hard time. The 
call to the President gave assurance of the highest 
aims and of perfect academic freedom, a pledge that 
has been absolutely kept. He was sent to Europe a 
year on full pay to learn the best its institutions could 
teach, and the Faculty that first fore-gathered here has 
never been excelled in strength, if indeed it has ever 
been equaled anywhere for its size. Story, an instruc- 
tor at Harvard, colleague and friend of Sylvester, 
formerly acting editor of the chief mathematical jour- 
nal of the country and co-head of his department at 
Baltimore, founder of another journal here, who has 
enriched his department by contributions, the list of 



CLARK UNIVERSITY 87 

which tells its own story; Michelson, who while here 
accepted an invitation of the French Government to 
demonstrate in Paris his epoch-making discoveries in 
the field of light, which he did while on our pay-roll — 
lately especially honored by learned societies at home 
and abroad, now head of one of the best-equipped and 
largest laboratories in the world, and still continuing 
his brilliant contributions to the sum of human knowl- 
edge; Whitman, now head of another great university 
laboratory, trainer of many young professors, founder 
and editor of the best and most expensive biological 
journal, head of Woods Holl marine laboratory and 
summer school, one of the best of its kind in the world, 
himself a contributor to his science; Michael, than 
whom America had not produced a more promising 
or talented chemist, the list of whose published works 
would be far too long to read here; Nef, perhaps our 
most brilliant young chemist, and now head of one of 
the largest and best-equipped laboratories in the v/orld, 
and with a power of sustained original work rarely 
excelled; Mall, now full professor at the Johns Hop- 
kins University, and head of the great new anatomical 
laboratory and museum there, whose published con- 
tributions are admirable illustrations of both the great 
caution and boldness needed by a student in his field; 
Boas, the leading American in physical anthropology, 
now a professor at Columbia; Loeb, almost the first 
expert that this country could boast in the new phys- 
ical chemistry in the sense of Ostwald,now head of his 
department in the University of the City of New York; 
Bolza, an almost ideal teacher, suggesting the great Kir- 
choff in the perfection of his demonstrations; the bril- 
liant and lamented Baur, leader of the expedition to the 
Galapagos Islands made possible by the gift of Worces 
ter's patron saint of so many good enterprises, Mr. Salis- 



88 G. STANLEY HALL 

bury; Donaldson, now dean of the graduate school of 
the University of Chicago, author of the best handbook 
in English on the brain, with a caution, poise, and 
diligence befitting the successful investigator in that 
dangerous but fascinating field; Mulliken, suddenly 
placed in a position of great difficulty, discharged its 
duties with rare ability and discretion for one so young; 
Lombard, now professor in Michigan, genial, assidu- 
ous, a gifted teacher and enthusiastic student; White, 
scholarly, able, a born teacher and student; McMur- 
rich, an untiring investigator and a lucid inquirer after 
knowledge; those now here, who have since become so 
well-known, Burnham, Chamberlain, Hodge, Perott, 
Sanford, Taber, and Webster; these, not to mention 
many others, then only fellows, but who have achieved 
so much in their work and positions since, — these are 
the men and others whose presence on this spot, whose 
high intercourse and whose stimulating personal con- 
tact with each other, whose ardor and devotion in the 
pursuit of knowledge, whose healthful emulation in 
achievement, made this almost classic ground and the 
cynosure of the eyes of all those in this country who 
love science for its own sake. With the wealth, wis- 
dom, and interest of our Founder, with the high char- 
acter and culture of our Board of Trustees, with the 
intelligence of such a community of old New England, 
with an atmosphere of intellectual freedom, with 
unique and precious exemption from the drudgery of 
excessive teaching and examinations, with the youth 
of the Faculty, none of whom had reached the zenith 
of their maturity, with substantial and ample build- 
ings, abundant and forthcoming funds for equipment, 
few rules and almost no discipline or routine of faculty 
meetings, the motto on our seal, fiat lux, our university 
color white, — is it any wonder if some of our young 



CLARK UNIVERSITY 89 

men saw visions and dreamed dreams, or perhaps in 
some cases fell in love with the highest ideals, or that 
the very memory of the first stage of our history is 
today, as it has been in darker hours, a most precious 
memory and a basis of an all-sustaining hope? 

" To these days of our prime to which our former 
students and professors recur with joy, and in whose 
breasts the processes of idealization of them have 
already begun, days which were pervaded by senti- 
ments of joy and hope very like those which animated 
the best years of the Johns Hopkins University, 
we have often reverted since in soberer hours with 
longing thoughts of what might have been had the 
University continued in all its pristine strength. Not 
one weak, dull, or bad man in our faculty, all given 
not only leisure, but every possible incentive to do the 
very best work of which they were capable, with a 
founder and a board of control who realized that a 
new endowment should do new things, and that the 
best use of money is to help the best men, we entered 
a field very largely new and with as bright prospects 
as we could wish. 

" But life has its contrasts and competitions. The 
reductions of our force, which occurred at the end of 
the third year, sad to us almost beyond precedent, 
although helpful elsewhere, may be ascribed to fate, 
disease, or to the very envy of the gods. Some in- 
cidents should remain unwritten, but it should be known 
that our trustees foresaw from the beginning of the 
year one of the gravest of crises, and met it with an 
unanimity, a wisdom, and a firmness which even in 
the light of all that has transpired since, I think, 
could not be improved on. The pain of it all has 
faded, the glad hand has been extended and accepted 
by nearly if not quite all who left us; the lessons of 



90 G. STANLEY HALL 

adversity have been learned and laid well to heart, 
and we hope and believe that these and all their at- 
tendant incidents may be considered closed. 

"Although nearly half our faculty and students left 
us in the hegira, and our income had dropped in almost 
the same proportion, and only the departments of 
psychology and mathematics remained nearly intact, 
we fortunately had left in every department young 
men as promising as any in the land. They needed 
simply to grow, and never has there been such an 
environment for a faculty to develop as in this ' para- 
dise of young professors,' as a leading college president 
has called this University. To Darwin the greatest 
joy of life was to see growth; and to see the unfold- 
ment of these youthful, intellectual elite, and to feel 
the sense of growth with them as all near them must, 
is a satisfaction almost akin to the rapture of discovery 
itself. Now the years have done their work, and our 
faculty, although smaller, was never stronger, never 
more prolific, stimulating and attractive to students, 
in proportion to its size, than it is to-day. There has 
never been such loyalty to the institution and its 
ideals, such readiness to endure the petty and the great 
economies now necessary, such prompt and frequent 
refusals of larger salaries elsewhere, and so strong a 
sentiment that, so long as a man has growth in him, 
our incentive, opportunity and plan of work are of 
more value than a large increase of salary. 

" These changes involved, however, but little 
reduction of the number of instructors or of students, 
but materially decreased for a time the efficiency of 
the University. Since the end of the third year, the 
President, who was not required to teach, has done 
full professorial duty in addition to that of adminis- 
tration, has established a seminary at his house three 



CLARK UNIVERSITY 91 

hours each week through the entire academic year, 
and founded and conducted at his own expense a new 
educational journal. The income-bearing summer 
school has been organized and conducted during the 
past seven years with the active and efficient cooper- 
ation of a large local advisory board. . . . Hardly 
a ripple has marred the harmony within the University 
during these last seven years, and every man, student 
and instructor alike, has been hard at work and en- 
thusiastic for our own unique and individual method 
and plan. . . . One thing, at least, is true so 
far, hardship has no whit lowered our aims or diluted 
our quality, but if anything has had the reverse in- 
fluence; and I fervently trust (and think I can speak 
on this point with confidence for the entire faculty) 
that this may be the case throughout all the infinite 
future that endowments like this in a country like 
ours have a right to expect. Although influences are 
too subtly psychological to be traced, I am writing 
our history, and find it a most inspiring theme, and I 
believe it adds already a very bright and hopeful page 
to the records of higher education in the country, and 
one which history will brighten to epochal significance. 
It has, on the whole, in it one clear note, not of dis- 
couragement, but of hope and confidence. 

Have we duly considered, even the best of us, what 
a real university is and means, how widely it differs 
from a college, and what a wealth of vast, new, and in 
themselves most educative problems it opens ? A 
college is for general, the university for special, culture. 
The former develops a wide basis of training and in- 
formation, while the latter brings to a definite apex. 
One makes broad men, the other sharpens them to a 
point. The college digests and impresses second-hand 
knowledge as highly vitalized as good pedagogy can 



92 G. STANLEY HALL 

make it, while the university, as one of its choicest 
functions, creates new knowledge by research and 
discovery. . . . Satisfied, yes proud, as we are 
today to submit to Worcester, to sister institutions, 
and the country, the records of our work when compared 
with our means, we have lived, and even now live and 
walk, let us confess it, to a great extent in faith and 
hope, looking confidently to a future larger than our 
past has been, with steadfast and immovable con- 
viction that our cause is the very highest of all the 
causes of humanity, but ready even ourselves, if need 
be, to labor on yet longer in the captivity of straitened 
resources, being fully persuaded that our redeemer 
liveth and that in due time he shall appear. 

With increased resources, since the death of the 
founder and his wife, the University has grown. In 
1907 the department of Chemistry was reopened; 
departments of History and Economics have been 
added; a special instructor in Philosophy appointed, 
and two new buildings have been erected, one in 
1902 and the other in 1910. 

The numbers have increased (1912-1913) to 25 
instructors and 90 students. 




CO 



VI 
PERSONAL TRAITS 



If any single word may be used to symbolize a man, 
the most appropriate word in President Hall's case is 
action — not the restlessness that impels a man to 
flit from one thing to another as the proverbial bee 
flits from flower to flower, but the passion for doing 
things that absorbs every waking moment of the day, 
every day of the week, and every week of the year. 
In " Founders of Modern Psychology," he says, 
" Goethe's ' Faust ' teaches us that there is no satis- 
faction in knowledge, none in pleasure, but that in 
action is salvation." He rises early and is at his 
desk often before, seldom later than, eight o'clock. 
Having dispatched his correspondence, he turns at 
once to the work he happens to have on hand, and 
sticks at it closely until his lecture hour — which is 
always eleven — or until dinner time. He says he has 
lectured for so many years from eleven to twelve that 
he finds even in vacation time he is more talkative 
at that hour than at any other. After dinner, he 
spends from three to four hours, in term, in conferences 
with individual students, taking up each man's prob- 
lem in turn, advising new lines of approach, suggesting 
methods or literature, often sending the student away 
with books and pamphlets from his own library or 
notes from his own files. At five o'clock he usuall- 



94 G. STANLEY HALL 

starts for a good stiff walk of an hour or more. Many 
of his students have joined him in these tramps and 
found that what seemed to refresh and invigorate him 
left them pretty well tired out. He is not content to 
walk the paved streets, he must get out into the 
country — the hilly country — and climb some eminence 
at a pace that has often filled a younger man with envy. 
When Edward P. Weston passed through Worcester 
on a walking trip in February, 1908, Dr. Hall met him 
in front of the University building and said: 

" This walk reminds me of the fact that in walking 
you use more than one-half of all the muscles of the 
body. It is the best exercise of all. Not only does 
it strengthen so many muscles, but it has its beneficial 
effect on the heart and lungs. It will keep you well 
and strong if you follow it up. 

" The better that young men are physically the 
better they are apt to be morally. 

" It is a pathetic sight to me to see a young man or 
a young woman waiting ten, fifteen or even twenty 
minutes on a street corner to catch a car to go three 
blocks." 

In his " Notes on Early Memories," he says: 

"I am a faddist on hill-climbing, because it exer- 
cises the heart and lungs so much neglected in seden- 
tary habits, and exercising just those movements 
most natural and healthy, gives a sense of overcoming 
and surmounting with a peculiar exhilaration on every 
hill top attained, with a sentiment of victory in the 
doing, of breadth and exultation in the end, besides 
enabling one to straighten out the axes of eye muscles 
and accommodate for a distance. 



PERSONAL TRAITS 95 

"Again, a hill is a good dynamometer. Many years 
ago I began every summer to climb a distant hill and 
get back to the hotel, from which I started as speedily 
as possible nearly every day at five o'clock, and noted 
the time and have kept my record these many years. 
From my teens to the present time, I can walk rapidly 
on the first heat just about so far before my breath 
and legs become uncomfortable, and I want to pause. 
This is approximately a constant, and has not varied 
perceptibly in all these decades. For a long stretch 
of hill climbing, however, the case is very different. 
Training decreases my time much. Beginning last 
year with one hour and a quarter, at the end of a month 
I could do the same work with about the same forcing 
in forty-nine minutes. I hope to keep this record yet 
many years, and although it will be sad when the in- 
evitable senescent diminution occurs, the curve may 
have a little interest." 

A light supper, and he is at his desk again before 
eight o'clock, where he works steadily until twelve or 
one in the morning. Perhaps once a week he will 
walk down town about nine o'clock, drop into a theatre 
or some entertainment and get back to work again 
soon after ten. 

Professor James once said of him: 

" I never hear Hall speak in a small group or before 
a public audience but I marvel at his wonderful 
facility in extracting interesting facts from all sorts 
of out of the way places. He digs out data from 
reports and blue books that simply astonish one. I 
wonder how he ever finds time to read so much as he 
does — but that is Hall." 



96 G. STANLEY HALL 

There is a tradition that he once devoted his lecture 
hour to a careful review of a 600-page German volume 
that had only come into his hands the previous evening. 
He is a very rapid reader and possesses the rare faculty 
of detecting at a glance any new fact or new point 
of view on a printed page. Unlike many college pro- 
fessors, he does not hesitate to dismiss a book with 
scant courtesy if it is a mere compilation or a restate- 
ment of accepted views. He reads French, German 
and English with equal ease, and prefers a book in the 
original to a translation. He still writes reviews of 
books for his journals, although of late years these 
have become all too short and condensed, and one re- 
grets the change from the splendid reviews he contrib- 
uted to the early volumes of the American Journal of 
Psychology and the Pedagogical Seminary. 

He goes out very little in society, is not a diner-out, 
and belongs to few clubs. As a young man he smoked 
a little, but gave it up for a number of years; about 
fifteen years ago he resumed the habit and now smokes 
regularly. He has had but one serious illness for over 
thirty years — an attack of diphtheria in 1890 — is a 
most active man for his age, running up stairs two or 
three steps at a time or vaulting a stone wall with the 
agility of a lad of fifteen. 

He ranks as one of the few men who can talk as 
well as he can write. As a public speaker he is easy, 
given to few gestures, yet delivering his words with a 
force that carries conviction. In his public lectures he 
usually has a message and succeeds in keeping the 



PERSONAL TRAITS 97 

interest of his audience to the end. In the lecture 
room before his classes he attempts no tricks of oratory. 
His lectures show evidences of long and careful prepa- 
ration, while his students are sometimes driven to 
despair as they listen to references without end, which 
he often reads off at a very rapid rate. Sometimes in 
lecturing upon a new subject, he appears laden with 
books and manuscript. These are passed around 
among the members of the class, attention called to 
particular chapters, paragraphs or sentences — in fact, 
the whole process of working up the lecture is laid 
bare before his students. 

He is a man of intense curiosity and fond of new 
experiences. This is well shown in his paper, pub- 
lished in Appleton's Magazine for June, 1909, entitled, 
"A Man's Adventure in Domestic Industries." Al- 
though the adventures are said to be those of "a 
friend" it is quite clear that he is relating personal 
experiences. 

Dr. Hall has often said that his life has been more or 
less characterized by a succession of different interests, 
each of which has been predominant over all others 
for a time, but has gradually faded like a dissolving 
view into the next, and that his real inner life history 
is measured by these. They were at first very diverse, 
but with advancing maturity they focussed down, 
fortunately for his career, into various subdivisions of 
the same department. As a boy of nine or ten with his 
first gun came the first great craze, to be a hunter. 
Every spare moment was spent in hunting, in shooting 



98 G. STANLEY HALL 

things, permissible and not permissible, collecting 
wings, tails, beaks, etc. When he was about twelve 
the dominant craze was music, and he thought he 
would be a great player or singer. This fever, quite 
hot while it lasted, faded, and then came the craze 
for history, with persistent reading of Bancroft, Hume, 
Gibbon, and many others, not at all well understood 
but with dreams of a big library. He wrote school 
compositions on historical events and personages, 
thumbed and wore out two universal histories, and 
made rather a feeble attempt to collect little historical 
sketches of every country in the world. In his college 
days the first craze was literature, where as a member 
of the " Junto " he was ambitious to read everything 
of importance, and did read very hard. The inception 
period to this fervor went back for some years, but 
its high water mark was probably the junior year in 
college and coincided with elaborate dissertations on 
many of the great writers. This nascent period of 
literary interest was the first which survived and left 
some trace in later years. Out of this, about his 
senior year, grew an interest in philosophy, of the 
somewhat metaphysical, moral type, and prompted 
an immense deal of hard reading of the works of 
Cudworth, Hickock, Hamilton, Locke, Edwards, Cole- 
ridge, with a special predilection for John Stuart Mill. 
Of Mill he read all he could lay hands on, and com- 
posed a long college essay upon his philosophy. Then, 
with the first New York period and the trip abroad, 
came a still stronger and more durable craze for the 



PERSONAL TRAITS 99 

history of philosophy. This fervor culminated in the 
early seventies and prompted much hard work, but 
has never lost its impulsion. A few years later evolu- 
tion occupied the center of the stage, and development 
was a word to conjure with. At this period he read 
Spencer, Darwin, Huxley and Haeckel intensively. 
With the appearance of Wundt's Psychology in 1874 
experimental psychology eclipsed everything, an inter- 
est that was intense for fifteen years and has declined 
though not died. The next calenture was child study 
which began rather feebly with the first few papers 
but well on in the nineties was taken up with a great 
deal of zest and energy, and within this period most 
and the best of the Clark studies on this subject ap- 
peared, culminating in the publication of "Adoles- 
cence " and the preparation of another book on " Pre- 
adolescence " not yet published. The correlations 
between the individual and the race, between animals 
and men, children and adults, sane and insane, which 
child study and geneticism opened up, was a vast and 
absorbing field, so that the soil was already prepared 
for an intense interest in Freudianism, which, he 
holds, connects so vitally with so many points of 
genetic thought, and on this came the latest wave of 
interest in the psychologizing of digestion, following 
the work of the Pavlov school. These last three in- 
terests all more or less converge on the large chapter 
of the feelings, emotions, sentiments, so that it was 
natural that Hall's interests should focus here and also 
that they should be extended to include religious psy- 



100 G. STANLEY HALL 

chology. Thus his favorite topics of instruction and 
study at present are (1) the psychology of Christianity 
on a background of that of religion generally, (2) child 
study, methods, results, and applications, (3) Freudian- 
ism including psycho-analysis, (4) the psychology of 
nutrition, (5) the psychology of the feelings. 

To those who know Dr. Hall intimately, perhaps one 
of his marked traits is that of attending to a partic- 
ular subject only when the time for its consideration 
is ripe. So many men show by their attitude that 
some coming event has cast its shadow before, or that 
the shadow of some past event is still lurking behind. 
Dr. Hall possesses the power of giving attention to the 
present situation and of ignoring the past or the future 
except so far as they have vital relations to the present. 
After being absorbed in a pressing problem of adminis- 
tration or the like, he is able to turn to a very different 
matter, concentrate his whole attention upon it appar- 
ently, and ignore the distracting situation he has just 
left. Although tomorrow or an hour later he may 
have to speak before a large audience, or attend a com- 
mittee meeting on a matter of great importance he can 
attend to something entirely different without think- 
ing about it now. This power of concentration of all 
one's faculties upon the present situation he has ac- 
quired to a remarkable degree. 

He is essentially a teaching President, and has 
never been fond of the details of administration. 
Faculty meetings are few, and there is none of that 
waste of time so common in most universities and 



PERSONAL TRAITS 101 

colleges at such gatherings. As he said of President 
Gilman, he himself is "an inside President." While 
deeply interested in the work of each department of 
the University, he accords absolute freedom to the 
head of each so far as the conduct of his depart- 
ment is concerned. 

In his Seminary, held at his house every Monday 
night throughout the academic year from 7 to 11, he 
is, perhaps, in his happiest vein. There are two papers 
each evening with an intermission of fifteen minutes 
between when the members adjourn to the dining room 
to partake of light refreshments. At these meetings 
his students present their work for discussion and 
criticism. His criticism is always kindly, but he does 
not fail to point out the weak spots and suggest further 
research. Those who have attended his Seminary 
usually speak of it as one of the brightest spots in 
their course. He allows almost nothing to interfere 
with this Monday night function and in 1899 wrote 
of it, 

" During the past eight years I have opened my 
house one evening every week of the academic year 
to all students in the department of psychology and 
related themes from seven to ten o'clock. We began 
by discussing philosophical topics assigned beforehand 
to leaders in turn. One year most of the time of this 
seminary was devoted to reading and discussing 
Jowett's Plato. Schopenhauer, Kant, and Hegel were 
tried for briefer periods, but gradually, as the numbers 
have increased and as the rule that each man should 
devote a portion of his time to some original investi- 



102 G. STANLEY HALL 

gation has prevailed, the evening has been occupied 
by each student in turn, who presents his thesis or 
subject, or a part of it, which is then freely discussed 
by the other members. The debates are often animated, 
as nearly every standpoint is represented. There are 
clergymen, young professors from other institutions, 
Hegelian idealists, Kantian epistemologists, and men 
of empirical science, and from these various directions 
nearly every subject is really illuminated. Attendance 
is never enforced, and the light refreshments served 
in the middle of the evening have never been an 
attraction, but only a welcome break from continued 
tension. The attendance for the last few years has 
rarely been under fifteen and rarely over forty, so that 
the entire freedom and informality of conversation has 
been the rule. The themes assigned have been pre- 
sented here in so compact and forcible a way, that 
the seminary has been one of the most effective agents 
in my own education, and I think all its members 
share my sentiments in this respect. Here the new work 
on which each individual is spending so much of his 
year's time is pooled for the common benefit, the reader 
has the healthful stimulus of emulation in interesting 
his audience, acquires valuable practice in the methods 
of effective presentation, and always receives help in 
the way of new literature, references, the pointing out 
of defects in argument or method; and conflicts are 
thus most surely avoided. Often other professors 
from the University attend, and the list of distin- 
guished guests from abroad who have either parti- 
cipated in the discussions or introduced matter of 
their own is a long and dignified one. There is 
rarely any lack of interest or reluctance to discuss, 
and very infrequently is the animation too great for 
healthful mental circulation. Here nearly every- 



PERSONAL TRAITS 103 

thing that has been done by the student members of 
this department of the University has been carefully 
wrought over, some of it more than once. 

Such stimulus I believe to be unsurpassed in edu- 
cational value. The dialectic give and take of the 
conversational method, the mental alertness of debate, 
the charm of friendly intercourse upon high themes, 
which Lotze, like some of the ancients, thought the 
highest joy of life and the consummate fruition of 
friendship, are here combined in judicious proportions 
most favorable to growth. Some European seminaries 
are devoted to discussions of minute points; in others 
the student is simply a literary forager for the pro- 
fessors; quite frequently some author is read; but for 
our American needs, at least for Clark University, I 
think the method now settled upon is more educative 
than any other that I have seen." 

Dr. Hall has retained his affection for his boyhood 
home. He writes in his " Note on Early Memories:" 

" This home I revisited during all vacations of my 
course at the preparatory school, college and pro- 
fessional school. Nearly every summer since, when I 
have been in the country, I have reverted to the region 
for at least a few weeks, and still retain possession of 
one of these old farms. Here I have given free vent 
to a number of fads. One summer I walked up and 
explored in rubber boots all the stream beds within a 
wide radius of Ashfield village; collected, and, with 
expert help, labelled all the stones and rocks I could 
find. Another August I devoted to flowers, grasses 
and ferns, collecting about one hundred species of the 
latter alone. One season several weeks were devoted 
to climbing the hills, naming them, and marking 
directions, counting church spires, and tracing with the 



104 G. STANLEY HALL 

aid of a local antiquary nearly one hundred miles of 
old stone wall in town which marked the early partition 
of farms. Once I amused myself by tracing glacial 
scratches in the rocks and exploring the terminal 
moraines. Once, with an old lumber wagon, I drove 
around and asked every one I knew to let me explore 
his attic and thus collected about seven hundred 
objects; from old looms, spinning wheels and primitive 
plows, to calashes, shoe buckles, pewter plates, foot 
and bed warmers, ancient school and hymn books, 
home-spun frocks, pitchpipes and such other memen- 
toes of ruder days as those with which Mr. George 
Sheldon has filled his most fascinating museum at 
Deerfield. These are now housed and catalogued in 
the basement of the academy building, where, on Friday 
afternoons, they yield a very modest income to the 
janitor, who is allowed to charge ten cents to all who 
desire to visit the collection. Another August I 
questioned old people concerning local history, visited 
sites of the old mills, cellar holes, apple orchards, and 
made out nearly two dozen family trees which show 
the sad decadence of this sturdy old Puritan stock. 

A year ago last August, however, I undertook as a 
vacation diversion a more or less systematic explora- 
tion of all the farms I had ever known, noting on the 
spot everything remembered from early boyhood. I 
climbed in through the windows of abandoned houses 
and explored them from roof to cellar in quest of 
vestiges; sat alone sometimes for hours trying to recall 
vanished spots and to identify objects which I knew 
must have once been familiar. * * * * 

" These one hundred acres I own and have a great 
piety toward, and I would not part with them for many 
times their very modest value. From nothing I ever 
possessed do I derive such helpful and sanifying in- 



PERSONAL TRAITS 105 

fluences, partly because it is land and partly because 
of its associations. I have plowed or mowed, made 
fences, ditched, harvested, or followed cattle over 
nearly every foot of it. When worn out with work, 
worry or grief, and sometimes, if ill, I have gone to 
this farm, contact with the broad surfaces of which 
has never yet failed to speedily set me up. I own it, 
and it owns me in a sacred and unique sense. Just as 
now-a-days those who ride behind a horse with a coach- 
man do not know it as did those of old who rode on it, 
trained it, hunted and slept with it, owed their lives 
perhaps to its speed, and so owned it in an unique and 
individual sense; so I own this farm, in a way, too, 
that refutes at least in one sense the argument of those 
who advocate public ownership of land. The rooms 
of death, the almost absolute stillness that now reigns 
here; the old awe and vague dread of the evening 
gloaming, which I have lately re-experienced, bring a 
sadness so sicky sweet that I can hardly tolerate it — 
and yet it all has, after all, a wondrous charm. What, 
too, are the psychological sources and what are the 
stages in the hereditary development of that strong 
passion to improve land, never so fervent and dominant 
as in the early periods of New England ? Whence 
this rancor against forests and brush that even yet 
forbids us the comfort of roadside shade, or the beauty 
of roadside growths ? Very rarely in the history of 
the world has worse soil been cleared of brush and stones 
and made to yield a tolerable income and supported a 
more stalwart or intelligent race. To come upon a 
decayed stump where once was a familiar tree was a 
little like finding on a grave stone the name of some 
old acquaintance who was thought to be still alive. 
I climbed several old trees with the branches of which 
I was most intimate when a boy; got on to roofs I 



106 G. STANLEY HALL 

used to frequent; crawled under the barn floor; 
squeezed into the hollow trees in quest of memories." 

When his parents died, the old farm fell to him. 
He had made a number of repairs and improvements, 
building a little one-room house on a high hill on the 
farm, where he used to study alone summers when the 
children were small, and kept a man living on the place 
who at least kept the brush down and the fences up, 
and had all he could make from the farm for paying 
the taxes and keeping things in repair. One evening 
at the seminary, a telegram was brought Dr. Hall, saying 
the house was burned. The tenant was drunk on hard 
cider and set it afire with his pipe and was injured 
before the neighbors could get him out. It was a 
mile from the village, and it was completely destroyed. 
Four rows of splendid maple trees that had been planted 
just across the drive- way that ran back of these buildings 
were burned, and from a beautiful spot it was a ghastly 
ruin. He finally sold the place and now a part of it 
is a deer park of nearly 100 acres, perhaps, with a wire 
fence nearly twelve feet high all around it, and in 
which it is unsafe to venture because of the ferocity 
of the elks which browse where he played as a child. He 
rather wanted to own some land in town and so bought 
nearly two hundred acres of old pasture land, including 
the highest summit of the hill, which he still keeps. 
It includes most of the ground that his ancestors 
settled on. Some years ago a number of summer 
people with himself subscribed to build a forty-foot 
tower on the summit of the hill, surmounted by a 



PERSONAL TRAITS 107 

little room with eight windows, but that blew down 
in a heavy wind storm and has not been replaced. He 
planned to build a summer bungalow, but it was too 
far from town to get daily meals and probably no 
servant would live there. When Dr. Hall is in Ash- 
field, he climbs the hill religiously every day. It is 
nearly 1,900 feet high and sweeps the entire horizon 
with 37 churches in sight, with Greylock, Mount Tom, 
Monadnock, Wachusett, etc., all visible. He has a 
good deal of sentiment about this land, all he owns in 
the world. 

A number of distinguished people have lived in the 
town and nearby. James Russell Lowell, coming home 
from England, spent a number of summers in a tiny 
farmhouse a mile out, with a man servant and cook, 
trying to get back into literary life. George W. 
Cable of Northampton was often there; William 
Cullen Bryant and his son-in-law, Parke Godwin, 
built two fine summer houses near Bryant's birthplace 
in Cummington; and Chad wick had a house in 
Chesterfield, near by. Marshall Field, born in the 
next town, Conway, has given a magnificent library 
that dwarfs everything in the village, and Norton and 
Curtis brought for several summers, for a longer or 
shorter time, Matthew Arnold, Rudyard Kipling, 
Mark Twain, E. J. Phelps, ex-minister to England, 
and others. All these men spoke at the Ashfield 
dinners and Dr. Hall met and talked and walked with 
them. The dinners were a unique country festival, 
widely reported in the papers, generally mug-wumpy, 



108 G. STANLEY HALL 

to the disgust of the town. The influx of summer 
visitors, while it has done great good, has done some 
harm, in making many people rather parasitic on the 
visitors and idle the rest of the year. 

Norton, who went to Ashfield about the time Dr. 
Hall entered college, had a great influence on his life. 
He had young Hall at his house often, loaned him 
books, discussed the universe, helped him to a rather 
agnostic, if not pessimistic view of things, and they 
had many walks and discussions together. Gradually, 
however, they grew estranged. Dr. Hall did not like 
Norton's extreme proselytizing at the dinners to 
mugwumpism, and although he always was asked to 
speak at the dinners, they took diverse views, and 
Norton sometimes became rather bitter at Hall. One 
of his first public efforts was when he was a sophomore 
and at one of these dinners was introduced by Norton 
as a sample product of the town Academy. He has des- 
cribed this incident in his "Boy Life in a Massachusetts 
Country Town." 

When he is completely tired out and needs absolute 
rest, he hies him to Ashfield and never fails to return 
fully restored. In May, 1890, when he was recovering 
from an attack of diphtheria, he spent his convalescent 
days there. It was at this time, on the morning of 
May 15th, the terrible discovery was made that by 
some derangement of the fixture, an escape of gas into 
their sleeping room had resulted in the death, by 
suffocation, of his wife and daughter in Worcester. 
He remained a widower for nine years, taking for his 



PERSONAL TRAITS 109 

second wife, July 27, 1899, Miss Florence E. Smith, of 
Newton, Massachusetts. 

His son, Robert Granville, prepared for college at 
the Worcester Academy and the High School; took 
the B.S. at Harvard in 1905 and the M.D. in 1908. 
He then spent six months visiting and studying at 
hospitals in Europe, returning in March, 1909, to enter 
upon his service as house officer at the Massachusetts 
General Hospital. He entered upon a similar service 
at the Boston Children's Hospital, where he served 
from October 1, 1910, to April 1, 1911. He is now a 
practising physician at Portland, Oregon. 

Reference has been made in an earlier chapter to 
his interest in psychical research. In Ashfield, there 
were many spiritualists and they had a big camp 
meeting every summer at Lake Pleasant, presided 
over by a cousin of Dr. Hall's mother, Dr. Beals of 
Greenfield, who did his utmost to convert them all to 
spiritism. They thought him a little cracked on 
the subject when he told his marvelous experiences. 
He invited Dr. Hall often to attend these meetings 
and he once did so, while he was in college, spending 
several days in his tent and attending all kinds of 
seances and hearing trance speakers, etc., who seemed 
to him a venal lot and intent on victimizing people. 
One famous medium mislaid his private note-book, 
which was found full of all kinds of little memoranda 
about the dead members of a lot of families who fre- 
quented the place. This daughter had blue eyes, 
wore pink, read Shakespeare, and this man's dead 



110 G. STANLEY HALL 

wife died of consumption, loved cats, etc. It was 
trumpeted in the papers asa " dead give-away," but 
nothing daunts people of this ilk. Later he was inter- 
ested in the Seybert Commission and with President 
Gilman and Professor Newcomb, started to visit all 
the necromancers that had advertised in New York. 
Gilman tired of it the first day, Newcomb after two 
or three, but Hall persisted, visiting mediums in 
Philadelphia and Boston, also. They did not exactly 
make a report, though some data was sent to the com- 
mission which Dr. Hall never heard from. The 
nonsense, credulity, superstition and the shallowness 
of some of these tricks was incredible, but he must 
have thought a spiritist has some kind of a case because 
he paid five dollars a visit to Foster, who read folded 
notes by a trick he could do very well himself. Later 
he found that Slade did his wonderful slate-writing 
with his foot and could not do it when he had sciatica. 
Dr. Hall long ago felt that the two keys to approach 
this study were first, hysteria, nervous phenomena, and 
particularly the passion for deceiving and lying, and 
secondly, sleight of hand tricks. Accordingly, when 
at Baltimore he often visited Yost, the dealer, also a 
good performer, and once even spent an hour with 
Kellar in his trick theatre in Philadelphia. He always 
attended the performances and became rather an ad- 
mirer of Kaller, a very clever man, a mathematical 
and musical prodigy, who before he died wrote a book 
telling how he did things. When the English Psychical 
Research Society was founded, Dr. Hall was deeply 



PERSONAL TRAITS 111 

interested in its work and read all its publications for 
some years. He wrote a long series of articles and 
reviews in his journal on the subject, and some years 
later brought them up to date. He sought experience 
in conjuring tricks and bought a lot of cheap tricks 
and has them yet. A typical case of credulity was that 
of a medical American member of the English society, 
who called on Dr. Hall, who showed him his slate 
trick. He was very much impressed and thought he 
had a message. Then Dr. Hall told him, and showed 
in detail, how it was done. He looked dubious and 
finally said that he believed Dr. Hall really did it by 
spirits, and because he was a professor thought it more 
respectable to pretend a lot of hocus pocus scientific 
patter and was, in a word, a traitor to the spirits, being 
in fact a born medium. At Baltimore, the faculty 
met at each other's houses and Dr. Hall's entertain- 
ment was a few cheap and simple tricks which gave him 
another illustration of the extreme credulity of even 
the most scientific of men, his colleague, Rowland. 
With Motora, they arranged first a series of beats. 
They were to use the clock, and if that failed the slight 
vibrations of his and alternately Dr. Hall's toe with 
legs crossed as the heart beat. His guest selected a 
card from a pack and Dr. Hall was to telepathically 
communicate it to Motora at the diagonally opposite 
corner of the room. This they did repeatedly without 
detection after only one rehearsal, and Rowland began 
to speculate about ether waves. The method was, 
having arranged to count off first the suit and then the 



112 G. STANLEY HALL 

card, he would make some little noise, either sniffing, 
crossing his legs, a tap on the floor or chair, any noise 
meant zero. Then when the tick or heart beat 
registered any three, if spades was the third suit, he 
made some other tiny noise, or if his face was turned 
any slight movement of finger, toe or eye at three, and 
thus he had the suit. They also divided the alphabet 
and numbers and digits so that they communicated 
these by the same method. They made a little pro- 
gress in a key of inflections. " What is this ? " can 
be given with at least twenty-four different pitches, 
inflections, stresses, rapidities, which are a perfect 
code, and they have twenty-four of the commonest 
objects. Then they took the phrase " Name this," 
and rung all the variations on it so that they had a 
language of accents, cadences, etc. This was the 
method Heller finally adopted after trying for a long 
time to use call words, having one for each letter of 
the alphabet, which to be sure made strange com- 
binations. "Now, tell this," equals pen; "now, 
quick this," equals pin, etc. When one of his students 
at Clark took sleight of hand as his thesis, they 
worked a good deal together. Though Dr. Hall 
was never very deft, he has collected quite a literature 
on the subject and has scores of letters from Yost ex- 
plaining how the little tricks he sold him, which could 
never be printed, were done, each great new trick 
selling for a price inversely as the number to whom 
it was sold. He almost never sees a trick he cannot 
explain, although sometimes there are several possible 



PERSONAL TRAITS 113 

ways, but it takes such minute care and practice in 
petty, trivial details that he would never have the 
patience to become a magician. But he can sympathize 
with those who say that if they are given time and any 
decent conditions, they can make anybody believe 
that they see anything done, and that without the 
aid of hypnotism. It was interest in occult phenomena 
and his growing and absolute incredulity that made 
him want to get at Mrs. Piper, although James, 
Hodgson, and others who had her in charge, were 
resolved he should not, and when he applied always 
wrote him that conditions under which they were 
experimenting must not be disturbed. When at last 
he did get a series of seances which were printed, 
he was told that he had murdered Hodgson's soul, 
who used to possess her, by the revelations in the 
book, and also that he had made it impossible for her 
to have seances and robbed her of her income. He 
says, "If we could only practice psycho-analysis 
upon these mediums it would be seen to be all a 
case of hysteria or schizophrenia." 

To mark the 25th year of his doctorate, a com- 
memorative number of the American Journal of 
Psychology was issued in October, 1903. It is a 
volume of 430 pages, containing twenty-five articles 
by eminent American and European psychologists and 
a bibliography of his printed works, with the following 
title page: 



114 G. STANLEY HALL 

TO 

GRANVILLE STANLEY HALL 

FOUNDER of the First American Laboratory 
for Experimental Psychology and of the 
First American Journal for the Publi- 
cation of the Results of Psycho- 
logical Investigation 

PIONEER in the Systematic Study of the Men- 
tal Development of Children and in the 
Application of its Results to Educa- 
tional Practice 

ARDENT INSPIRER in Others of the Zeal for 
New Knowledge 

IN 

COMMEMORATION OF THE TWENTY-FIFTH 

ANNIVERSARY OF HIS ATTAINMENT OF 

THE DOCTORATE IN PHILOSOPHY 

This Collection of Papers is Dedicated Con- 
jointly by Colleagues and Former Pupils 



At the public opening of the new Library Building, 
January 14, 1904, he was presented with a handsomely 
bound volume consisting of autograph letters from 
colleagues and pupils. Senator Hoar, who had ex- 
pected to make the presentation, but who was unable 



PERSONAL TRAITS 115 

to attend owing to the recent death of his wife, sent 

the following letter: 

Worcester, Mass., 

January 11, 1904. 
Dear President Hall: 

I have been commissioned by a large number of your friends and 
associates to present to you a token of their love and admiration 
for your great service to science, your heroic self-sacrifice and devo- 
tion to the University during the trying period through which it 
has so triumphantly passed, and the many personal kindnesses 
which they have individually received from you. 

We congratulate you on the twenty-fifth anniversary of your 
receiving the well-earned honor of your Doctor's degree, and on 
the many honors with which these twenty-five years have been 
crowded. Every one of the signers of the letters in the enclosed 
volume has his own separate story to tell. Most of them have a 
far better right than I have to speak of your service to your chosen 
department of science, to the cause of education in every depart- 
ment and to the cause of sound learning. I think I know better 
than any other man what you have done for Clark University. 
You have done more than serve it, you have saved it. 

I am sorry that I cannot be present in person to join in the 
exercises of the day — so interesting in the history of Clark Uni- 
versity — and to utter what out of the abundance of the heart the 
mouth speaketh. But you know the sorrowful cause of my absence. 

I am, with profoundest admiration and heartiest love, 

Faithfully yours, 

Geo. F. Hoar. 

In 1910 the Trustees commissioned the late Frederick 
P. Vinton to paint Dr. Hall's portrait. When Mr. 
Vinton died, May 20, 1911, the portrait was not quite 
completed, but it was decided not to have any other 
artist work on it as its incompleteness was only in one 
minor detail and it was deemed best to accept it just 
as Mr. Vinton left it. The picture is 3 ft. 7 in. x 4 ft. 



. 



116 G. STANLEY HALL 

6 in. and now hangs in the Art Room in the University 
Library Building. 

In such an imperfect sketch as this, it would not be 
proper to touch upon the scientific value of Dr. Hall's 
work, but the following estimate by a well-known 
educator of New York city may be given: 

" Dr. Hall has impressed me for many years as the 
most original, by a considerable margin, of -all our 
American psychologists. He is also the most stiiritP 
lating. He has discovered more new psychological 
problems than any other American psychologist and j 
has thrown more light on them than any other. Vir- 
tually all we know of adolescence in its educational 
and religious bearing is what he has given us. Others 
have only restated in various forms what he had 
written, or worked out minor details. The term, 
adolescence, never occurred in pedagogical literature 
as a term indicating an important epoch in intellectual, 
moral and religious development until he worked out 
its significance. Today virtually all secondary schoolX 
problems are studied in the light of what we know of 
adolescence. It has proved a revolutionary idea both, 
in secondary and in religious education. 

His Child Study movement was the forerunner of 
the experimental pedagogy of today. Whatever critics 
may say of the results which he obtained by the 
questionnaire method, he opened a host of new prob- 
lems which had never been thought of before, and upon 
which other men of less ability have been at work ever 
since. 

" His book on 'Adolescence ' is literally monumental 
and epoch-making. No single treatise on a psycho- \ 
logical subject has ever been written in America 
which has contained so much that is new and is so 



PERSONAL TRAITS 117 

often consulted. If he had never produced anything 
else, it would have marked him as a man of genius. 

" I was in Germany in 1900 and was told frequently 
by the thinking men in secondary school work that they 
were looking to Hall for the stimulus to attack new prob- 
lems. Little was done in pedagogy at that time in 
Germany. Hall's ' Child Study ' movement was 
unquestionably the main stimulus which started the 
Germans on their investigations in experimental 
pedagogy, in which they are now moving faster than 
we are. 

" Dr. Hall was the first psychologist to expound 
educational problems in the light of biology and evo- 
lution. This has been an exceedingly fruitful point 
of view. He has done the same thing in psychology. 
He has had more to say that is important for school 
men to know than any other American psychologist, 
and he has done more than any one else in the country 
to make education a science. 

" Over twenty years ago in one of his annual reports, 
he argued that universities should specialize and con- 
fine themselves to a limited field instead of attempting 
to cover all departments of university instruction. 
This is an idea which seems to be just now dawning 
upon some university Presidents. 

" I think, next to his originality, which amounts to 
genius of a high order, the most striking thing about 
him is his ability to stimulate others, not only his 
immediate students, but thousands who hear him 
only occasionally and read what he writes. I doubt if 
anyone else has ever exerted a more lasting influence 
upon educational thought in this country than he. 

" The building up of a new University, with limited 
resources, and against some annoying odds, in a little 
over two decades — a University that is as well known 



118 G. STANLEY HALL 

in continental Europe as any of our older Universities — 
this is an achievement which alone would establish a 
man's fame. No other American University Presi- 
dent has ever done so much productive work in science 
at the same time that he was carrying the adminis- 
trative responsibilities of the institution. To me it 
has always been a mystery how any man could do it. 
" The way to keep men of his calibre at the head of 
a University is to have the University specialize, keep 
its numbers relatively small and its administrative 
machinery simple, and then do a high quality of work. 
The most discouraging feature of University work 
today, it seems to me, is the constant advertising and 
working for numbers and bigness. Clark University 
and Johns Hopkins are the only American Universities 
which illustrate what the future of American Univer- 
sities is going to be. They are great, in spite of small 
numbers." 



VII 
BIBLIOGRAPHY OF PUBLISHED WRITINGS 



1. Philanthropy. Poem delivered on Class Day at Williams 

College, June 17, 1867. James T. Robinson & Co., Prin- 
ters, North Adams, Mass., 1867. 
la. John Stuart Mill. Williams Quarterly, Aug., 1867. 

2. Outlines of Dr. J. A. Dorner's System of Theology. 

Presbyterian Quarterly Review, Oct., 1872, Jan., Apr., 
1873; N. S., Vol. 1, pp. 720-747; Vol. 2, pp. 60-93; 261-273. 

3. Hegel as the National Philosopher of Germany. Trans- 

lated from the German of Dr. Karl Rosenkranz. Re- 
printed from the Journal of Speculative Philosophy. Gray, 
Baker & Co., St. Louis, Mo., 1874, pp. 159. 

4. Notes on Hegel and His Critics. The Journal of Specu- 

lative Philosophy, Jan., 1878. Vol. 12, pp. 93-103. 

5. Color Perception. Proc. Am. Acad, of Arts and Sciences. 

Presented Mch. 14, 1878. N. S. Vol. 5, pp. 402-413. 

6. A Leap- Year Romance. Appleton's Journal, Sept. and 

Oct., 1878. N. S., Vol. 5, pp. 211-222; 319-330. 

7. The Muscular Perception of Space. Mind, Oct., 1878. 

Vol. 3, pp. 433-450. 

8. The Philosophy of the Future. Nation, Nov. 7, 1878. 

Vol. 27, pp. 283-284. 

9. Philosophy in the United States. Mind, Jan., 1879. 

Vol. 4, pp. 89-105. The same in Popular Science Monthly 
Supplement, New Issue, No. 1, 1879, pp. 57-68. 

10. Ueber die Abhangigkeit der Reactionszeiten vom Ort 

des Reizes. (With J. von Kries.) Archiv fur Anatomie 
und Physiologic (His u. Braune) Physiologische Abtheilung, 
1879. Supp. Band, pp. 1-10. 

11. Die willkurliche Muskelaction. (With Hugo Kron- 

ecker.) Archiv fur Anatomie und Physiologie (His u. 
Braune) Physiologische Abtheilung, Supp. Band, 1879, 
pp. 11-47. 

12. Laura Bridgman. Mind, April, 1879. Vol. 4, pp. 149-172. 



120 G. STANLEY HALL 

13. Recent Researches on Hypnotism. Mind, Jan., 1881. 

Vol. 6, pp. 98-104. 

14. Getting Married in Germany. Atlantic Monthly, Jan., 

1881. Vol. 47, pp. 36-46. 

15. Aspects of German Culture. James R. Osgood & Co., 

Boston, 1881, pp. 320. 

Contents : Religious Opinion — The Vivisection Question — 
The Passion Play — Some Recent Pessimistic Theories — 
The New Culture War — Ferdinand Lasalle — The Graphic 
Method — The Leipzig " Messe " — A Pomeranian Watering 
Place — Emperor Wilhelm's Return — Herman Lotze — Is 
^Esthetics a Science? — The German Science — Are the 
German Universities Declining? — Fowler's Locke and 
German Psychology — Spiritualism in Germany — Recent 
Studies in Hypnotism — Popular Science in Germany — A 
Note on Hegel, his Followers and Critics — Hartmann's 
New System of Pessimistic Ethics — The Latest German 
Philosophical Literature — Democritus and Heraclitus — 
The Muscular Perception of Space — Laura Bridgman — 
The Perception of Color — A Note on the Present Con- 
dition of Philosophy — First Impressions on Return from 
Germany. 

16. The Moral and Religious Training of Children. Read 

at General Meeting of Am. Social Science Ass'n, Saratoga, 
N. Y., Sept. 6, 1881. Princeton Review, Jan., 1882. Vol. 
10, pp. 26-48. Jour, of Social Science, Feb. 1882., Sara- 
toga, Papers of 1881, Part 2. No. 15, pp. 56-76. Also as 
" The Moral and Religious Training of Children and 
Adolescents." Ped. Sem., June, 1891. Vol. 1, pp. 196- 
210. Also appears in modified form in " Youth, its Edu- 
cation, Regimen and Hygiene," New York, D. Appleton & 
Company, 1906, 379 p., Chap. 12. 

17. Chairs of Pedagogy in our Higher Institutions of 

Learning. Dept. of Superintendence N. E. A., Wash., 
Mch., 21-23, 1882. Bur. of Ed. Circulars of Information 
No. 2, 1882, pp. 35-44. 

18. The Education of the Will. Paper read at 53rd Annual 

Meeting of the Am. Institute of Instruction at Saratoga, 
N. Y., July 13th, 1882. Am. Institute of Instruction, 
Boston, Mass., 1882, pp. 236-271. Also in Princeton 
Review, Nov., 1882. Vol. 10, pp. 306-325. See same as 



BIBLIOGRAPHY 121 

" Moral Education and Will Training." Ped. Sem., June, 
1892. Vol. 2, pp. 72-89. Also appears in modified form 
in " Youth, its Education, Regimen and Hygiene," New 
York, D. Appleton & Company, 1906. 379 p., Chap. 12. 

19. Optical Illusions of Motion. (With H. P. Bowditch.) 

Journal of Physiology, Aug., 1882. Vol. 3, pp. 297-307. 

20. Educational Needs. North American Review, March, 

1883. Vol. 136, pp. 284-290. 

21. Reaction-Time and Attention in the Hypnotic State. 

Mind, April, 1883. Vol. 8, pp. 170-182. 

22. The Contents of Children's Minds. Princeton Review, 

May, 1883. Vol. 11, pp. 249-272. Same as "Contents 
of Children's Minds on Entering School." Ped. Sem., 
June, 1891. Vol. 1, pp. 139-173. Reprinted by E. L. 
Kellogg & Co., N. Y., 1893. pp. 56. Also in "Aspects of 
Child Life and Education," by G. S. Hall and some of his 
Pupils. Boston, Ginn & Co., 1907. 326 p. ; pp. 1-52. Also, 
trans, into Bulgarian by Em. Anastassoff, Pedagogical 
Library, Year 5, No. 24, Philipopolis, 1908. 

23. Theology and Education. Nation, July 26, 1883. Vol. 

37, pp. 81-82. 

24. The Study of Children. Privately printed. N. Somer- 

ville, Mass. (1883), pp. 13. 

25. Report of the Visiting Committee of the Alumni of 

Williams College. Presented July 1, 1884. Printed 
for Distribution, Williamstown, Mass., 1884, pp. 11. 
(Drawn up by Dr. Hall.) 

26. Methods of Teaching History. Ginn, Heath & Co., 1883. 

pp. 296. 2d Ed. Entirely re-cast and re-written. D. C. 
Heath & Co., Boston, 1889, pp. 391. 

27. Bilateral Asymmetry of Function. (With E. M. Hart- 

well.) Mind, Jan., 1884. Vol. 9, pp. 93-109. 

28. New Departures in Education. No. Am. Review, Feb., 

1885. Vol. 140, pp. 144-152. 

29. The New Psychology. Andover Review, Feb. and Mch., 

1885. Vol. 3, pp. 120-135; 239-248. (An introductory 
lecture delivered at J. H. U., Oct. 6, 1882.) 

30. Introduction to Eva Channing's Trans, of Pestalozzi's 

Leonard and Gertrude. (J. H. U., Bait., Mch. 4, 1885.) 
Pub. by D. C. Heath & Co., Boston. 



122 G. STANLEY HALL 

31. Experimental Psychology. Mind, April, 1885. Vol. 10, 

pp. 245-249. 

32. Pedagogical Inquiry. (Saratoga Springs, July, 1885.) 

Jour, of Proc. and Addresses, N. E. A., 1885, pp. 506-511. 

33. A Study of Children's Collections. The Nation, Sept. 3, 

1885. Vol. 41, p. 190. Also in Ped. Sem., June, 1891. 
Vol. 1, pp. 234-237. 

34. Overpressure in Schools. The Nation, Oct. 22, 1885. 

Vol. 51, pp. 338-339. 

35. Motor Sensations on the Skin. (With H. H. Donaldson.) 

Mind, Oct., 1885. Vol. 10, pp. 557-572. 

36. Studies of Rhythm. (With Joseph Jastrow.) Mind, Jan., 

1886. Vol. 11, pp. 55-62. 

37. How to Teach Reading and What to Read in School, 

D. C. Heath & Co., Boston (1886), pp. 40. 

38. Hints Towards a Select and Descriptive Bibliography 

of Education. Arranged by topics and indexed by au- 
thors. (With John M. Mansfield.) D. C. Heath & Co., 
Boston (1886), pp. 309. 

39. Introductory Note to Sanford's " The Writings of 

Laura Bridgman." (Reprinted from the Overland 
Monthly.) J. H. U., Jan. 22, 1887. 

40. Dermal Sensitiveness to Gradual Pressure Changes. 

(With Yujiro Motora.) Am. Jour, of Psychology, Nov., 

1887. Vol. 1, pp. 72-98. 

41. Psychical Research. (A review of the Proc. of the English 

Soc. for Psychical Research from July, 1882, to May, 1887, 
and Gurney's Phantasms of the Living.) Am. Jour, of 
Psychology, Nov., 1887. Vol. 1, pp. 128-146. 

42. Psychology. (Review of the books on Psychology by 

McCosh, Bowne, Dewey and Ladd.) Am. Jour, of 
Psychology, Nov., 1887. Vol. 1, pp. 146-164. 

43. Introduction to H. W. Brown's Trans, of Preyer's The 

Senses and the Will. (The Mind of the Child, Part I.) 
D. Appleton & Co., N. Y. (Int. Ed. Series), 1888. J. H. U., 
Jan. 7, 1888. 

44. The Story of a Sand Pile. Scribner's Magazine, June, 

1888. Vol. 3, pp. 690-696. Reprinted by E. L. Kellogg 
& Co., N. Y., 1897. Also in "Aspects of Child Life and 



BIBLIOGRAPHY 123 

Education," by G. S. Hall and some of his Pupils, Boston, 
Ginn & Co., 1907, 326 p.; pp. 142-156. 

45. Address Delivered at the Opening of Clark University, 

Worcester, Mass., Oct. 2, 1889. Clark University Open- 
ing Exercises, Worcester, Mass., Oct. 2, 1889, pp. 9-32. 

46. Children's Lies. Am. Jour, of Psychology, Jan., 1890. 

Vol. 3, pp. 59-70. Reprinted in Ped. Sem., June, 1891. 
Vol. 1, pp. 211-218. Also appears as " Children's Lies; 
Their Psychology and Pedagogy," Chap. 6, in " Educa- 
tional Problems," New York, D. Appleton & Co., 1911, 
2 Vols. 

47. A Sketch of the History of Reflex Action. Am. Jour. 

of Psychology, Jan., 1890. Vol. 3, pp. 71-86. 

48. A Plea for Studying Foreign Educational Institutions. 

Address delivered at the 61st Annual Meeting of the Am. 
Inst, of Instruction at Saratoga Springs, N. Y., July 8, 

1890. Am. Inst, of Instruction, Boston, 1890, pp. 27-35. 

49. The Training of Teachers. The Forum, Sept., 1890. 

Vol. 10, pp. 11-22. 

50. First Annual Report to the Board of Trustees. Clark 

University, Worcester, Mass., Oct. 4, 1890. (Printed 
Nov., 1890), pp. 2-24. Translation in Revue Scientifique, 
April 4, 1891. Vol. 47, pp. 430-433. 

51. Boy Life in a Massachusetts Country Town Thirty 

Years Ago. Paper read before the Am. Antiquarian Soc, 
Worcester, Oct. 21, 1890. Proc. of the Am. Antiq. Soc, 

1891, N. S. Vol. 7, pp. 107-128. Also appears as " Boy 
Life in a Massachusetts Country Town Forty Years Ago," 
in Ped. Sem., June, 1906. Vol. 13, pp. 192-207; and in 
"Aspects of Child Life and Education," by G. S. Hall and 
some of his Pupils. Boston, Ginn & Co., 1907, 326 p.; 
pp. 300-322. Largely reprinted as chapter 22 in F. G. 
Howes' History of the Town of Ashfield, Mass. Published 
by the Town, (1912), pp. 349-364. 

52. The Relations of Physiology to Psychology. The Chris- 

tian Register, Oct. 30, 1890. Vol. 69, pp. 698-699. 

53. The Educational State or The Methods of Education 

in Europe. The Christian Register, Nov. 6, 1890. Vol. 
69, p. 719. 



124 G. STANLEY HALL 

54. The Modern University. The Christian Register, Dec. 4, 

1890. Vol. 69, pp. 785-786. 

55. Educational Reforms. Ped. Sem., Jan., 1891. Vol. 1, 

pp. 1-12. 

56. Recent Literature of Higher Education. Ped. Sem., 

Jan., 1891. Vol. 1, pp. 19-24 France; 24-29 Germany; 
30-34 Other European Countries; 34-44 America; 44-53 
Medical Education. 

57. Recent Literature on Intermediate Education. Ped. 

Sem., Jan., 1891. Vol. 1, pp. 53-62. 

58. Elementary Education. The Reconstructed Primary 

School System of France. (Reviews largely.) Ped. Sem., 
Jan., 1891. Vol. 1, pp. 62-101. 

59. Book Reviews (Pedagogical). Ped. Sem., Jan., 1891. Vol. 

1, pp. 102-118. 

60. Review of William James' Principles of Psychology. 

(H. Holt & Co., 1890, 2 Vols.) Am. Jour, of Psy., Feb., 

1891. Vol. 3, pp. 578-591. 

61. Contemporary Psychologists. I. Professor Eduard Zel- 

ler. Am. Jour, of Psy., April, 1891. Vol. 4, pp. 156-175. 

62. Phi Beta Kappa Oration, at Brown Univ., Prov., R. I., 

June, 1891. The Brunonian, June 17, 1891. 

63. Notes on the Study of Infants. Ped. Sem., June, 1891. 

Vol. 1, pp. 127-138. 

64. University Study of Philosophy. (Discussion at Univ. 

Convocation of the State of N. Y., July 8, 1891.) Re- 
gents' Bulletin No. 8, Jan., 1893, pp. 335-338. 

65. Discussions Before the N. E. A. Proc. N. E. A., 1891, 

pp. 98, 354, 370, 440, 452, 504, 830. 

56. Second Annual Report of the President to the Board 
of Trustees of Clark University, Sept. 29, 1891. Pub. 
for the Univ., Worcester, Mass., pp. 3-15. 

67. The New Movement in Education. An Address delivered 

before the School of Pedagogy of the Univ. of the City of 
New York, Dec. 29, 1891. Printed by the University, 
pp. 20. 

68. Editorial. (Deals with recent educational tendencies.) 

Ped. Sem., Dec, 1891. Vol. 1, pp. 311-326. 



BIBLIOGRAPHY 125 

69. Recent Literature of Higher Education. I. France; 

II. Germany; III. England; IV. United States; V. 
Miscellaneous; VI. University Buildings. Ped. Sem., 
Dec, 1891. Vol. 1, pp. 327-389. 

70. Literature and Notes. (Educational.) Ped. Sem., Dec, 

1891. Vol. 1, pp. 425-502. 

71. The Outlook in Higher Education. The Academy, 

Boston, Mass., Jan., 1892. Vol. 6, pp. 543-562. 

72. Ecstasy and Trance. Christian Register, Boston, Mass., 

Jan. 28, 1892. Vol. 71, p. 56. 

73. Health of School Children as Affected by School 

Buildings. Proc N. E. A., 1892, pp. 163-172. 

74. Hints on Self-Education. Youth's Companion, Boston, 

Mass., June 16, 1892. Vol. 65, p. 310. 

75. Editorial on Health of School Children. Ped. Sem., 

June, 1892. Vol. 2, pp. 3-8. 

76. Child Study as a Basis for Psychology and Psycho- 

logical Teaching. Report of the Comm. of Education 
for the Year 1892-93, pp. 357-370. 

77. Report to the Board of Trustees of Clark University, 

Worcester, Mass., April, 1893, pp. 3-16. 

78. Introduction to F. Tracy's Psychology of Childhood. 

Sept., 1893. D. C. Heath & Co., Boston, 1893. 

79. Psychological Progress. Address delivered at the First 

Dinner of the Liberal Club, Buffalo, N. Y., Nov. 16, 1893. 
The Liberal Club, Buffalo, 1893-94, pp. 13-47. 

80. Child Study: The Basis of Exact Education. Forum, 

Dec, 1893. Vol. 16, pp. 429-441. 

81. Boys Who Should Not Go to College. Youth's. Com- 

panion, March 15, 1894. Vol. 67, p. 119. 

82. On the History of American College Text-Books and 

Teaching in Logic, Ethics, Psychology and Allied 
Subjects. With Bibliography. Proc of the Am. Anti- 
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1894.) N. S., Vol. 9, pp. 137-174. 

83. American Universities and the Training of Teachers. 

Forum, April, 1894. Vol. 17, pp. 148-159. 



126 G. STANLEY HALL 

83a. Some Relations Between Physical and Mental Train- 
ing. Amer. Assoc, for Advancement of Physical Edu- 
cation, New Haven, Conn., April, 1894. Annual Report, 
pp. 30-37. 

84. Universities and the Training of Professors. Forum, 

May, 1894. Vol. 17, pp. 297-309. 

85. Scholarships, Fellowships, and the Training of Pro- 

fessors. Forum, June, 1894. Vol. 17, pp. 443-454. 

86. Research the Vital Spirit of Teaching. Forum, July, 

1894. Vol. 17, pp. 558-570. 

87. Child Study in Summer Schools. Regent's Bulletin Univ. 

State of N. Y., July 5-7, 1894, pp. 333-336. 

88. The New Psychology as a Basis of Education. Forum, 

Aug., 1894. Vol. 17, pp. 710-720. 

89. Address at the Bryant Centennial, Cummington, 

Mass., Aug. 16, 1894. Clark W. Bryan Co., Springfield, 
Mass. 

90. Address at the Dedication of the Haston Free Public 

Library Building, North Brookfield, Mass., Sept. 
20, 1894. H. J. Lawrence, Printer, No. Brookfield, Mass., 
pp. 11-21. 

91. Remarks on Rhythm in Education. Proc. N. E. A., 

1894, pp. 84-85. 

92. Child Study. Proc. N. E. A., 1894, pp. 173-179. 

93. Practical Child Study. Journal of Education, Dec. 13, 

1894. Vol. 40, pp. 391-392. 

94. Laboratory of the McLean Hospital, Somerville, 

Mass. Am. Jour, of Insanity, Jan., 1895. Vol. 51, pp. 
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95. Put the Children on Record. Youth's Companion, Feb. 

28, 1895. Vol. 68, p. 106. 

96. On Specialization. Address at the One Hundredth Anni- 

versary of the Founding of Union College, June, 1895. 
Printed by the College, N. Y., 1897. pp. 230-244. 

97. Introduction to H. T. Lukens' ' Connection Between 

Thought and Memory,' Sept. 17, 1895. D. C. Heath & 
Co., Boston, 1895. 

98. Editorial on Experimental Psychology in America. 

Am. Jour, of Psychology, Oct., 1895. Vol. 7, pp. 3-8. 



BIBLIOGRAPHY 127 

Letters on above from James, Ladd, Baldwin, Cattell. 
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99. Psychical Research. Am. Jour, of Psy., Oct., 1895. Vol. 
7, pp. 135-142. 

100. Pedagogical Methods in Sunday School Work. Chris- 

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101. Results of Child Study Applied to Education. Trans. 

111. Soc. for Child Study, 1895. Vol. 1, No. 4, pp. 13. 

102. Modern Methods in the Study of the Soul. Christian 

Register, Feb. 27, 1896. Vol. 75, pp. 131-133. 

103. The Case of the Public Schools: I. The Witness of the 

Teacher. Atlantic Monthly, March, 1896. Vol. 77, pp. 
402-413. 

104. Psychological Education. (52nd Ann. Meeting Am. 

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105. The Methods, Status, and Prospects of the Child 

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106. Generalizations and Directions for Child Study. 

North Western Jour, of Education (Lincoln, Neb.), July, 
1896. Vol. 7, p. 8. 

107. Nature Study. Buffalo, N. Y., July, 1896. Proceedings, 

N. E. A., 1896, pp. 156-158. 

108. Discussion on Sociology. Buffalo, N. Y., July, 1896. 

Proceedings, N. E. A., 1896, pp. 193-196. 

109. Some of the Methods and Results of Child Study Work 

at Clark University. Buffalo, N. Y., July, 1896. Pro- 
ceedings, N. E. A., 1896, pp. 860-864. 

110. Child Study. School Education, July-Aug., 1896. Vol. 

15, p. 5. 

111. Address on Founder's Day at Mount Holyoke College, 

Nov. 5, 1896. The Mount Holyoke, Nov., 1896. Vol. 
6, pp. 64-72. 

112. A Study of Dolls. (With A. Caswell Ellis.) Ped. Sem., 

Dec, 1896. Vol. 4, pp. 129-175. Reprinted by E. L. 
Kellogg & Co., N. Y., 1897. Also in "Aspects of Child 



128 G. STANLEY HALL 

Life and Education," by G. S. Hall and some of his Pupils. 
Boston, Ginn & Co., 1907, 326 p.; pp. 157-204. 

113. A Study of Fears. Am. Jour, of Psy., Jan., 1897. Vol. 8, 

pp. 147-249. 

114. Some Practical Results of Child Study. National 

Congress of Mothers, Wash., D. C, (Feb. 18, 1897). First 
Annual Session, 1897, pp. 165-171. (D. Appleton & Co., 
N. Y., 1897.) 

115. The Psychology of Tickling, Laughing, and the Comic. 

(With Arthur Allin.) Am. Jour, of Psy., Oct., 1897. Vol. 
9, pp. 1-41. 

116. Some Aspects of the Early Sense of Self. Am. Jour, of 

Psy., April, 1898. Vol. 9, pp. 351-395. 

117. New Phases of Child Study. Child Study Monthly. 

(Chicago), May, 1898. Vol. 4, pp. 35-40. 

118. Adolescence. Abstract of address at the 68th Annual 

Meeting of the Am. Inst, of Instruction, North Conway, 
N. H., July 5, 1898. Am. Inst, of Instruction, Boston, 
1898, pp. 34-36. 

119. Initiations into Adolescence. Oct. 21, 1898. Proc. Am. 

Antiquarian Soc, N. S., Vol. 12, pp. 367-400. 

120. The Love and Study of Nature, A Part of Education. 

(Amherst, Dec. 6, 1898.) Report of the State Board of 
Agriculture of Mass., 1898, pp. 134-154. 

121. Heredity, Instinct and the Feelings. Proc. Calif. 

Teachers' Ass'n, Santa Rosa, Dec. 27-30, 1898, pp. 46-48. 

122. Adolescence. Proc. Calif. Teachers' Ass'n, Santa Rosa, 

Dec. 27-30, 1898, pp. 49-53. 

123. Food and Nutrition. Proc. Calif. Teachers' Ass'n, Santa 

Rosa, Dec. 27-30, 1898, pp. 59-62. 

124. The Love and Study of Nature. Dec, 1898. Rep. 2nd 

Ann. Sess. San Joaquin Valley Teachers' Ass'n, Fresno, 
Calif. (1899), pp. 51-63. 

125. Address. Proceedings at the Dedication of the Thayer 

Library and Art Building in Keene, N. H., Feb. 28, 1899. 
Sentinel Printing Co., Keene, 1899, pp. 17-40. 

126. Heirs of the Ages. Proceedings of the New Jersey Asso- 

ciation for the Study of Children and Youth, Newark, 



BIBLIOGRAPHY 129 

N. J., Mar. 11, 1899. The Brotherhood Press, Bloomfield, 
N. J., 1899, pp. 5-14. 

127. Resume of Child Study. North Western Monthly, Mar., 

Apr., 1899. Vol. 9, pp. 347-349. Same article as " Intro- 
ductory Words." Paidologist, April, 1899. Vol. 1, pp. 5-8. 

128. The Education of the Heart. From fundamental to ac- 

cessory in education. Needed modifications in the theory 
and practice of the kindergarten. Kindergarten Mag., 
May, 1899. Vol. 11, pp. 592-595; 599-600; 604-607. 

129. The Kindergarten. School and Home Education, June, 

1899. Vol. 18, p. 507. 

130. Decennial Address. Decennial Celebration, Clark Uni- 

versity, 1889-1899. Published by the University, Wor- 
cester, Mass., 1899, pp. 45-59. 

131. Philosophy. Decennial Celebration, Clark University, 1889- 

1899. Published by the University, Worcester, Mass., 
1899, pp. 177-185. 

132. A Study of Anger. Am. Jour, of Psy., July, 1899. Vol. 

10, pp. 516-591. 

133. The Line of Educational Advance. Outlook, Aug. 5, 

1899. Vol. 26, pp. 768-770. 

134. Corporal Punishments. (With a reply.) New York 

Education, Nov., Dec, 1899. Vol. 3, pp. 163-165; 226-227. 

135. Note on Early Memories. Ped. Sem., Dec, 1899. Vol. 6, 

pp. 485-512. 

136. Some Defects of the Kindergarten in America. Forum, 

Jan., 1900. Vol. 28, pp. 579-591. 

137. The Ministry of Pictures. Perry Magazine, Feb., Mar., 

Apr., May, 1900. Vol. 2, pp. 243-245; 291-292; 339-340; 
387-388. 

138. Colonel Parker's Contributions to American Educa- 

tion. The Parker Anniversary, Quincy, Mass., April, 

1900. E. L. Kellogg & Co., N. Y., 1900, pp. 33-34. 

139. Remarks Before The American Irish Historical So- 

ciety, Boston, April 19, 1900. Jour, of the Society. Vol. 
3, 1900, pp. 38-40. 

140. Some New Principles of Sabbath School Work. Minutes 

of Worcester Baptist S. S. Convention, May 10, 1900. 
G. G. Davis, Worcester, 1900, pp. 10-12. 



130 G. STANLEY HALL 

141. College Philosophy. Forum, June, 1900. Vol. 29, pp. 

409-422. 

142. Pity. (With F. H. Saunders.) Am. Jour, of Psy., July, 

1900. Vol. 11, pp. 534-591. 

143. Child Study and Its Relation to Education. Forum, 

Aug., 1900. Vol. 29, pp. 688-702. 

144. Educational Value of the Social Side of Student Life 

in America. Outlook, Aug. 4, 1900. Vol. 65, pp. 798-801. 

145. Doctrinal Catechism in Sunday School Instruction. 

(A Symposium.) Biblical World, Sept., 1900. Vol. 16, 
pp. 175-176. 

146. Student Customs. Paper read before the Am. Antiq. 

Society, Oct. 24, 1900. Proc. Am. Antiq. Soc, N. S. 
Vol. 14, pp. 83-124. 

147. Introduction to " The Boy Problem," by William 

Byron Forbush, Nov. 1, 1900. The Sabbath Literature 
Co., Albany, N. Y., 1901. 

148. The Religious Content of the Child Mind. (Chap. 7, 

Principles of Religious Education, pp. 161-189.) Long- 
mans, Green & Co., N. Y., 1900. 

149. The Greatest Books of the Century. (A Symposium.) 

Outlook, Dec. 1, 1900. Vol. 66, pp. 799-800. 

150. Foreign and Home Boards of Trade. The Worcester 

Magazine, Worcester, Mass., Jan., 1901, pp. 34-36. 

151. Modern Goegraphy. Journal of Education, Feb. 7, 1901. 

Also in School and Home Education, Bloomington, III, 
May, 1901. Vol. 20, p. 448; and The Review of Edu- 
cation, Chicago, Oct., 1901. Vol. 7, pp. 103. 

152. Discussion. (" Migration among Graduate Students; " 

" The Type of Examination for the Doctor's Degree; " 
" Fellowships "). The Association of American Univer- 
sities held at Chicago, 111., Feb. 27-28, 1900, and Feb. 
26-28, 1901, pp. 27, 38, 44. 

153. Colonel Parker. Journal of Education, Mar. 14, 1901. 

154. Confessions of a Psychologist. (Part I.) Pedagogical 

Seminary, Mar., 1901. Vol. 8, pp. 92-143. 

155. Introduction to "An Ideal School," by P. W. Search. 

D. Appleton & Co., N. Y., June, 1901, pp. 17-19. 



BIBLIOGRAPHY 131 

156. Clark University. The Worcester Magazine, Worcester, 

Mass., July, 1901, pp. 3-9. 

157. Daniel Coit Gilman. The Outlook, Aug. 3, 1901. Vol. 

68, pp. 818-821. 

158. Present Tendencies in Higher Education. Regent's 

Bulletin, Univ. of the State of New York, No. 55, Sept., 
1901, pp. 372-385. 

159. The Ideal School as Based on Child Study. The Forum, 

Sept., 1901. Vol. 32, pp. 24-39. Also Proc. N. E. A., 
1901, pp. 475-488. Rev. of Education, Oct., 1901. Vol. 
7, pp. 88-94. 
159a. The Education of a Child. Paidologist, Nov., 1901. 
Vol. 3, pp. 161-166. 

160. Rhythm of Work and Play. Kindergarten Review, Sept. 

1901. Vol. 12, pp. 43-48. 

161. The New Psychology. Harper's Monthly Magazine, Oct., 

1901. Vol. 103, pp. 727-732. 

162. How Far is the Present High School and Early Col- 

lege Training Adapted to the Nature and Needs of 
Adolescents ? (Read before the N. E. Ass'n of Colleges 
and Secondary Schools, Boston, Oct. 19, 1901.) Official 
Report of the 16th Annual Meeting, pp. 72-104, and School 
Review, Dec, 1901. Vol. 9, pp. 649-665. 

163. Clark University: What it Has Accomplished in 12 

Years: Its Needs. Pamphlet Pub. by the Univ., Nov. 
5, 1901, pp. 10. 

164. Form or Substance: The Right Emphasis in English 

Teaching. N. E. Ass'n of Teachers of English. Boston 
University, Nov. 16, 1901. School Journal, Dec. 7, 1901. 

165. A New Universal Religion at Hand. Metropolitan, Dec, 

1901. Vol. 14, pp. 778-780. 

166. Introduction to "Nature Study and Life," by C. F. 

Hodge, Dec. 3, 1901. Ginn & Co., Boston, 1902. 

167. Comparison of American and Foreign Systems of Popu- 

lar Education. (Lecture before the Twentieth Century 
Club, Dec. 18, 1901.) Boston, 1901, pp. 23-24. 

168. Some Fundamental Principles of Sunday School and 

Bible Teaching. Ped. Sem., Dec, 1901. Vol. 8, pp. 
439-468. 



132 G. STANLEY HALL 

169. Introduction to the Life of Very Rev. John J. Power. 

T. J. Hurley, Worcester, Mass., 1902, pp. 172. 

169a. Remarks on the Doctor's Dissertation. Chicago, Feb. 
25, 1902. Jour, of Proc. and Addresses, 3rd Annual Con- 
ference, Ass'n Am. Universities, 1902, pp. 26-27. 

170. The High School as the People's College. Proc. of the 

Department of Superintendence, N. E. A., Chicago, Feb. 
27, 1902. Also the High School as the People's College 
Versus the Fitting School. Ped. Sem., March, 1902. 
Vol. 9, pp. 63-73. 

171. What is Research in a University Sense and How May 

it Best be Promoted ? Ped. Sem., March, 1902. Vol. 9, 
pp. 74-80. Also in 3rd Annual Conference, Ass'n Am. 
Universities, Chicago, 1902, pp. 49-54. 

172. Some Social Aspects of Education. Ped. Sem., March, 

1902. Vol. 9, pp. 81-91. Also Educational Rev., May, 1902. 
Vol. 23, pp. 433-445. 

173. Adolescents and High School English, Latin and 

Algebra. Ped. Sem., March, 1902. Vol. 9, pp. 92-105. 

174. Tribute to Col. Francis W. Parker. School Journal, 

Chicago, 111., April 12, 1902. 

176. Some Criticisms of High School Physics and Manual 

Training and Mechanic Arts High Schools, With 
Suggested Correlations. Delivered before the N. E. 
Ass'n of Physics Teachers, Boston, May 24. Ped. Sem., 
June, 1902. Vol. 9, pp. 193-204. Also Manual Training 
Mag., Chicago, July, 1902. Vol. 3, pp. 189-200. 

177. Normal Schools, Especially in Massachusetts. Ped. 

Sem., June, 1902. Vol. 9, pp. 180-192. 

178. Ausgewahlte Beitrage zur Kinderpsychologie und 

Paedagogik. Thirteen papers translated into German by 
Dr. Joseph Stimpfl. Internationale Bibliothek f. Paeda- 
gogik. Band 4. O. Bonde, Altenburg, 1902, pp. 454. 

179. Rest and Fatigue. Ainslee's Magazine, July, 1902. 

180. Christianity and Physical Culture. Ped. Sem., Sept., 

1902. Vol. 9, pp. 374-378. 

181. Pre-Established Harmony. Ped. Sem., Sept., 1902. 

Vol. 9, pp. 379-384. 



BIBLIOGRAPHY 133 

182. Report of the President to the Board of Trustees of 

Clark University, Worcester, Mass., Oct., 1902, pp. 
11-30. 

183. Animal Experimentation. A series of statements indicating 

its value to Biological and Medical Science. Little, 
Brown & Co., Boston, 1902, pp. 7-9. 

184. How Children and Youth Think and Feel About 

Clouds. (With J. E. W. Wallin.) Ped. Sem., Dec, 1902. 
Vol. 9, pp. 460-506. 

185. Remarks on the Certificate Method of Admission to 

Colleges and Universities. Ass'n of Am. Universities, 
N. Y., Dec. 29-31, 1902. 

186. Reactions to Light and Darkness. (With Theodate L. 

Smith.) Am. Jour, of Psy., Jan., 1903. Vol. 14, pp. 
21-83. 

187. Note on Moon Fancies. Am. Jour, of Psy., Jan., 1903. 

Vol. 14, pp. 88-91. 

188. Child Study at Clark University: An Impending New 

Step. Am. Jour, of Psy., Jan., 1903. Vol. 14, pp. 96-106. 
Gives a full list of the topical syllabi published under Dr. 
Hall's direction since Oct., 1894, and the published work 
based thereon. 

189. The Relations Between Lower and Higher Races. 

Proc. Mass. Hist. Soc, Jan., 1903. 2nd Ser., Vol. 17, 
pp. 4-13. 

190. Children's Ideas of Fire, Heat, Frost and Cold. (With 

C. E. Browne.) Ped. Sem., March, 1903. Vol. 10, pp. 
27-85. 

191. Note on Cloud Fancies. Ped. Sem., March, 1903. Vol. 

10, pp. 96-100. 

192. Showing Off and Bashfulness as Phases of Self-Con, 

sciousness. (With Theodate L. Smith.) Ped. Sem.- 
June, 1903. Vol. 10, pp. 159-199. 

192a. Note on N. E. A. Meeting in Boston, July 6-10, 1903. 
Ped. Sem., June, 1903. Vol. 10, pp. 270-272. 

193. Marriage and Fecundity of College Men and Women. 

(With Theodate L. Smith.) Ped. Sem., Sept., 1903. 
Vol. 10, pp. 275-314. 



134 G. STANLEY HALL 

194. Curiosity and Interest. (With Theodate L. Smith.) 

Ped. Sem., Sept., 1903. Vol. 10, pp. 315-358. Also in 
"Aspects of Child Life and Education," by G. S. Hall and 
some of his Pupils. Boston, Ginn & Co., 1907, 326 p.; 
pp. 84-141. 

195. Experiments upon Children. Good Housekeeping (Spring- 

field, Mass.), Oct., 1903. Vol. 37, pp. 338-339. 

196. Adolescence, Its Psychology and Its Relations to 

Physiology, Anthropology, Sociology, Sex, Crime, 
Religion and Education. New York, D. Appleton & 
Co., 1904, 2 Vols. A part of this work was translated into 
Japanese by Y. Motora and others. Dubumkan, Tokyo, 
1910. 

197. Co-Education in the High School. July, 1903. Proc. 

N. E. A., 1903, pp. 446-460. 

198. Psychic Arrest in Adolescence. July, 1903. Proc, N. 

E. A., 1903. pp. 811-813. 

199. Introduction to S. B. Haslett's " The . Pedagogical 

Bible School." Oct., 1903. 

200. Discussion of University Finances, University Pub- 

lications and the Printing of Doctor's Theses. The 
Association of American Universities, Fifth Annual Con- 
ference held in New Haven, Feb. 18-20, 1904. Jour, of 
Proc. and Addresses. Pub. by the Association, 1904, pp. 
18-19; 51-52. 

200a. The Cat and the Child. (With C. E. Browne.) Ped. 
Sem., March, 1904. Vol. 11, pp. 3-29. 

200b. Address, " The Library and the University," and 
Remarks as Presiding Officer at the Public Opening 
of the Library Building of Clark University. Jan- 
uary, 14 1904. Publications of the Clark University 
Library April, 1904. Vol. 1, pp. 44, 46, 51, 66, 67-70. 

201. Editorial. First Issue of the American Journal of Religious 

Psychology and Education, May, 1904. Vol. 1, pp. 1-6. 

202. The Jesus of History and of the Passion versus The 

Jesus of the Resurrection. Am. Jour, of Rel. Psy. and 
Ed., May, 1904. Vol. 1, pp. 30-64. 

203.. Reviews of Religious Literature. Am. Jour, of Rel. 
Psy. and Ed., May, 1904. Vol. 1, pp. 98-111. 



BIBLIOGRAPHY 135 

204. The Kindergarten Perverted. Good Housekeeping, 

June, 1904. Vol. 38, p. 627. 

205. Co-Education. (St. Louis, June 29.) Proc. N. E. A., 1904, 

pp. 538-542. Abstracted in the Metropolitan Teacher 
(N. Y.), June- July, 1904. Vol. 9, pp. 117-119. 

206. The Natural Activities of Children as Determining 

the Industries in Early Education. St. Louis, Mo., 
June 30, 1904. Proc. N. E. A., 1904. pp. 443-447. 

207. In How Far May Child Psychology Take the Place 

of Adult Psychology or Rational Psychology in 
the Training of Teachers ? Proc. N. E. A., St. Louis, 
June 30, 1904, pp. 568-571. 

208. Unsolved Problems of Child Study and the Method 

of Their Attack. St. Louis, Mo., July 1, 1904. Proc. 
N. E. A., 1904, pp. 782-787. Also Southern Educational 
Review, July, 1904. Vol. 1, pp. 25-28. 

209. Mental Science. Address before the Division of Mental 

Science, Cong, of Arts and Science. St. Louis, Mo., Oct., 

1904. Science, Oct. 14, 1904. N. S. Vol. 20, pp. 481-490. 
Also appears as " Unity of Mental Science," Congress 
of Arts and Science, Boston, Houghton, Mifflin, 1905-1907. 
8 Vols. Vol. 5, 1906, pp. 577-589. 

210. Reviews of Religious Literature. Am. Jour, of Rel. 

Psy. and Ed., Nov., 1904. Vol. 1, pp. 187-213. 

211. Co-Instruction in Graduate Schools. Ass'n Am. Univ- 

ersities, Bait., Md., Jan. 13, 1905. Journal of Proceedings, 

1905, pp. 42-46. 

212. Remarks on Founder's Day. Feb. 1, 1905, at Clark 

University. Pubs, of the C. U. Library, Apr., 1905. Vol. 
1, pp. 136-137. 

213. The Negro Question. Address before the Mass. Historical 

Society, Boston, Feb. 9, 1905. Proc. Mass. Historical 
Soc, 1905. 2nd Ser., Vol. 19, pp. 95-107. 

214. New Ideals of Motherhood Suggested by Child Study. 

Address at National Congress of Mothers, Washington, 
D. C, March 10, 1905. Report of the National Cong, of 
Mothers, Wash., D. C, 1905. pp. 14-27. 

215. The Efficiency of the Religious Work of the Y. M. 

C. A. Address at Y. M. C. A. Convention, Niagara Falls, 



136 G. STANLEY HALL 

N. Y., May 27, 1905. Ped. Sem., Dec, 1905. Vol. 12, 
pp. 478-489. 

216. Citizens' Initiative as a Factor in Educational Pro- 

gress. Address before Public Ed. Ass'n of Worcester, 
June 13, 1905. Wore. Mag., Oct., 1905. Vol. 8, pp. 209- 
213. Also in Ped. Sem., Dec, 1905. Vol. 12, pp. 471-477. 

217. Sketch of Herbert Baxter Adams. Proc Am. Antiq. 

Soc, Apr. 26, 1905. Vol. 17, pp. 12-15. 
218. % Adolescence: The Need of a New Field of Medical 
Practice. Monthly Cyclopaedia of Med. Practice. June, 
1905. Vol. 8, pp. 241-243. 

219. A Central Pedagogical Library and Museum for 

Massachusetts. Address before the Mass. Library Club, 
Falmouth, June 15, 1905. Ped. Sem., Dec, 1905. Vol. 
12, pp. 464-470. 

220. Child Study in the University and College. Jour, of 

Ed. (Boston), July 20, 1905. Vol. 12, pp. 136-137. Also 
in Proc. N. E. A., 1905. pp. 710-714. 

221. Psychology of Jesus. Child Study in the Kinder- 

garten. Chautauqua and its Work. Lectures at 
Chautauqua, N. Y., July 24— Aug. 3, 1905. Chau. As- 
sembly Herald, July 25— Aug. 4, 1905. 

222. Reviews of Religious Literature. Am. Jour, of Rel. 

Psy. and Ed., Aug., 1905. Vol. 1, pp. 319-334. 

223. What Children Do Read and What They Ought to Read. 

Jour, of Ped., Sept., 1905. Vol. 18, pp. 40-51. Also in 
Public Libraries, Oct., 1905. Vol. 10, pp. 391-393. 

224. The Pedagogy of History. Address at the Annual Meeting 

of the N. E. Hist. Ass'n, Springfield, Mass., April 14, 1905. 
Ped. Sem., Sept., 1905. Vol. 12, pp. 339-349. Also 
appears in " Educational Problems," New York, D. Apple- 
ton & Co., 1911. 2 Vols., Chap. 16, Vol. 2. 

225. The Negro in Africa and America. Address at University 

of Virginia, July, 1905. Ped. Sem., Sept., 1905. Vol. 
12, pp. 350-368. 

226. Recent Observations in Pathological Psychology. 

Jour, of Soc. Sci., Sept., 1905, pp. 139-151. The same as 
" Certain Degenerative Tendencies Among Teachers." 
Ped. Sem., Dec, 1905. Vol. 12, pp. 454-463. 



BIBLIOGRAPHY 137 

227. The Education of Ministers and Sunday School Work 

Among the Unitarians. Address at meeting of the Unit- 
arian Sunday School Soc, Atlantic City, N. J., Sept. 26, 
1905. Christian Register, Oct. 12, 1905. Vol. 84, pp. 
1137-1139. Also in Ped. Sem., Dec, 1905. Vol. 12, pp. 
490-495. 

228. What is Pedagogy? Ped. Sem., Dec, 1905. Vol. 12, 

pp. 375-383. 

229. Introduction to Mrs. Birney's " Childhood." F. A. 

Stokes Co., N. Y., Nov. 1905. 

230. Remarks at the Public Opening of the Art Depart- 

ment, Clark University Library, Dec. 5, 1905. Pubs, 
of the C. U. Library, Dec, 1905. 
230a. Introduction to Radestock's Habit and Education. 
Boston, Heath, 1902. 117 p. 

231. Place of Formal Instruction in Religious and Moral 

Education in the Home. Proc of the 3rd Annual Con- 
vention of the Religious Educ. Assoc, Boston, Feb. 12-16, 

1905. pp. 67-72. 

232. What Changes Should be Made in Public High Schools 

to Make Them More Efficient in Moral Training ? 
Proc. of the 3rd Annual Convention of the Religious Educ. 
Assoc, Boston, Feb. 12, 1906, pp. 219-223. 

233. Tributes to the Hon. Stephen Salisbury. Proc. Mass. 

Hist. Soc, Dec, 1905, pp. 419-421. 

234. Children and the Theatre. Good Housekeeping, Jan., 

1906. Vol. 42, pp. 42-43. 

235. The Question of Co-Education. Munsey, Feb., 1906. 

pp. 588-592. 

236. On Feeling. Psy. Bull., Feb. 15, 1906. Vol. 3, No. 2, p. 53. 

237. The Affiliation of Psychology with Philosophy and 

with the Natural Sciences. Science, Feb. 23, 1906. 
N. S. Vol. 23, pp. 297-301. 

238. Note on Psychology. Philos. Review, March, 1906. Vol. 

15, p. 173. 

239. Tribute to President William Rainey Harper. Biblical 

World, March, 1906. Vol. 27, pp. 233-234. 

240. The Feminist in Science. Independent, March 22, 1906. 

pp. 661-662. 



138 G. STANLEY HALL 

240a. Youth, its Education, Regimen and Hygiene. N. Y., 
D. Appleton & Co., Aug., 1906, 379 p. (Condensed from 
Adolescence published in 1904.) 

241. Undeveloped Races in Contact with Civilization. 

Wash. Univ. Assoc. Bulletin, 1906. Vol. 4, pp. 145-150. 

242. Urybrane Stati Pedopsychologicke a Pedagogicke. 

Praze, 1906, pp. 199. 

243. Co-Education. Amer. Acad, of Medicine, Bulletin, Oct., 

1906. Vol. 7, pp. 653-656. 

244. Three Duties of the American Scholar; Baccalaur- 

eate Address. Clark College Record, Oct., 1906. Vol. 1, 
pp. 138-152. Also in Wore. Telegram, June 18, 1906. 

245. On Education and Youthful Development. Educ. 

News, Oct. 5, 1906. pp. 739-740. Editorial comment on 
same, pp. 747-748. 

246. The Appointment and Obligations of Graduate Fel- 

lows. Jour, of Proc. and Addresses at the 8th Annual Con. 
of the Assoc, of Amer. Univ., 1906. Cambridge, Mass., 
Nov. 23-24, 1906, pp. 38. 

247. Some Dangers in Our Educational System and How to 

Meet Them. New Eng. Mag., Feb., 1907. Vol. 35, pp. 
667-675. 

248. Play and Dancing for Adolescents. Independent, Feb. 

14, 1907. Vol. 62, pp. 355-358. 

249. The German Teacher Teaches. New Eng. Mag., May, 

1907. Vol. 36, pp. 282-287. 

250. Should Modern Be Substituted for Ancient Lan- 

guages for Culture and Training ? Address, May 11, 
1907. Pubs, of the N. E. Mod. Lang. Assoc, Boston, 
1907. Vol. 1, pp. 45-57. 

251. Address at the Annual Commencement of the Uni- 

versity of Maryland, May 30, 1907. Hospital Bulletin 
(Baltimore), June 15, 1907. 

252. Vigorous Attack on Classics. Jour, of Ed., Boston, July 

4, 1907. 

253. Aspects of Child Life and Education. By G. S. Hall 

and some of his Pupils. Edited by Theodate L. Smith. 
Boston, Ginn & Co., June, 1907, 326 p. 



BIBLIOGRAPHY 139 

254. How and When to be Frank With Boys. Ladies' Home 

Jour., Phila., Sept., 1907. 

255. The Culture- Value of Modern as Contrasted With 

That of Ancient Languages. New Eng. Mag., Oct., 
1907. Vol. 37, pp. 167-173. 

256. The Relation of the Church to Education. Address 

at 13th Triennial session of Cong'l Churches at Cleveland, 
O., Oct., 1907. Addresses, Reports, etc. The National 
Council of the Cong'l Churches, Boston, 1907. pp. 33-44. 
Also newspaper comment on same. Also in Ped. Sem., 
June, 1908. Vol. 15, pp. 186-196. 

257. The Function of Music in the College Curriculum. 

Address at Columbia University, Dec. 27, 1907. Papers 
and Proc. Music Teachers' Nat'l Assoc, Ser. 2, 1907. 
Pub. by the Assoc, 1908. pp. 13-24. Also in Ped. Sem., 
March, 1908. Vol. 15, pp. 117-126. 

257a. Child Study and Its Relation to Education. Trans, 
into Bulgarian by Em. Anastassoff. Pedagogical Library, 
Year 5, No. 23, Philipopolis, 1907. 

258. Conscience, Health and Honor. The Social Education 

Quarterly, Jan., 1908. Vol. 2, pp. 66-71. 

259. Some General Defects in Our School System and How 

to Meet Them. The Connecticut Assoc, of Classical and 
High School Teachers. Report of 1908 meeting, Hart- 
ford, Conn. pp. 10-16. Feb. 15, 1908. 

260. The Needs and Methods of Educating Young People 

in the Hygiene of Sex. Ped. Sem., March, 1908. 
Vol. 15, pp. 82-91. Also in American Society for Sanitary 
and Moral Prophylaxis, Transactions, 1908. Vol. 2, pp. 
195-205. 

261. The University Idea. Ped. Sem., March, 1908. Vol. 15, 

pp. 92-104. 

262. Psychology of Childhood as Related to Reading and 

the Public Library. Ped. Sem., March, 1908. Vol. 15, 
pp. 105-116. 

263. The Function of Music in the College Curriculum. 

Ped. Sem., March, 1908. Vol. 15, pp. 117-126. Also in 
Music Teachers' National Assoc, Studies in Musical 
Education, 1907, Ser. 2, pp. 13-24. 



140 G. STANLEY HALL 

264. A Glance at the Phyletic Background of Genetic 

Psychology. Am. Jour, of Psy., April, 1908. Vol. 19, 
pp. 149-212. 

265. Feminization in School and Home. World's Work, May, 

1908. Vol. 16, pp. 10237-10244. 

266. Must Your Child Lie? Appleton's Mag., May, 1908. 

Vol. 11, pp. 543-549. 

267. Relation of the Church to Education. Ped. Sem., June, 

1908. Vol. 15, pp. 186-196. 

268. Pedagogy — Its True Value in Education. Ped. Sem., 

June, 1908. Vol. 15, pp. 197-206. 

269. The Medical Profession and Children. Ped. Sem., June, 

1908. Vol. 15, pp. 207-216. 

270. Sunday Observance. Ped. Sem., June, 1908. Vol. 15, 

pp. 217-229. Also in " Educational Problems," New 
York, D. Appleton & Co., 1911. 2 Vols. Chap. 13, Vol. 2. 

271. v From Generation to Generation: With Some Plain 
Language About Race Suicide and the Instruction of 
Children During Adolescence. Amer. Mag., July, 
1908. Vol. 66, pp. 248-254. 

272. The Boy That Your Boy Plays With. The Circle, July, 

1908. Vol. 4, pp. 24-60. 

273. Remarks at Meeting of the Story-Tellers' League. 

World's Work, July, 1908. Vol. 16, p. 10414. 

274. New Work in Education. To Raise Our Standard. 

World's Work, July, 1908. Vol. 16, p. 10454. 

275. Recent Advances in Child Study. Jour, of Ed., July 16, 

1908. Vol. 68, p. 114. 

276. The Awkward Age. Appleton's, Aug., 1908. Vol. 12, 

pp. 149-156. 

277. The Kind of Women Colleges Produce. Appleton's, 

Sept., 1908. Vol. 12, pp. 313-319. 

278. Elements of Strength and Weakness in Physical Edu- 

cation as Taught in Colleges. Ped. Sem., Sept., 1908. 
Vol. 15, pp. 347-352. 

279. Recent Advances in Child Study. Ped. Sem., Sept., 

1908. Vol. 15, pp. 353-357. 



BIBLIOGRAPHY 141 

280. The Psychology of Music and the Light it Throws 

Upon Musical Education. Ped. Sem., Sept., 1908. 
Vol. 15, pp. 358-364. 

281. How Far Are the Principles of Education Along In- 

digenous Lines Applicable to American Indians? 
Ped. Sem., Sept., 1908. Vol. 15, pp. 365-369. 

282. The Culture- Value of Modern as Contrasted With 

That of Ancient Languages. Ped. Sem., Sept., 1908. 
Vol. 15, pp. 370-379. 

283. Teens and Twenties. (Advice to Girls.) Letter in 

Woman's Home Companion, Oct., 1908, p. 29. 

284. Spooks and Telepathy. Appleton's, Dec, 1908. Vol. 12, 

pp. 677-683. 

285. Education of the Heart. Southern Calif. Teachers' 

Assoc, Dec. 21-24, 1908. Redlands Review Press, 1909. 
pp. 31-38. 

286. Mystic or Borderline Phenomena. Southern Calif. 

Teachers' Assoc, Dec. 21-24, 1908. Redlands Review 
Press, 1909, pp. 103-107. 

287. The Budding Girl. Appleton's Mag., Jan., 1909. Vol. 

13, pp. 47-54. Also Southern Calif. Teachers' Assoc, 
Dec. 21-24, 1908. Also as The Budding Girl and the Boy 
in his Teens. Redlands Review Press, 1909, pp. 39-54. 
Also in " Educational Problems," New York, D. Appleton 
& Co., 1911. 2 Vols. Chap. 9, Vol. 2. 

288. Fifty Years of Darwinism. Modern Aspects of Evo- 

lution. Centennial Addresses in Honor of Charles 
Darwin before the American Assoc, for the Advancement 
of Science, Baltimore, Friday, Jan. 1, 1909. N. Y., Henry 
Holt & Co., 1909. 274 p. 

289. How Can We Make the Average Public School a Good 

School? The Housekeeper, Feb., 1909. Vol. 32, pp. 
10-13. 

290. A Safeguard Against Evil. Mother's Mag., Elgin, 111., 

Feb., 1909. Vol. 4, pp. 6-7. 

291. The Press and the Professors. Appleton's, March, 1909. 

Vol. 13, pp. 273-279. 

292. What College for My Daughter ? Good Housekeeping, 

May, 1909. Vol. 48, pp. 549-551. 



142 G. STANLEY HALL 

293. A Man's Adventure in Domestic Industries. Appleton's, 

June, 1909. Vol. 13, pp. 677-683. 

294. Twentieth Anniversary of Clark University. Nation, 

(N. Y.), Sept. 23, 1909. Vol. 89, pp. 284-285. 

295. Children's Reading as a Factor in Their Education. 

The School and Home, Sept., 1909. pp. 17-18. 

296. Address at Memorial Service to President Wright in 

Art Room, Clark University Library, June 14, 1909. 
Clark College Record, October, 1909. Vol. 4, pp. 146-151. 

297. Remarks at Clark College Commencement Exercises, 

June 17, 1909. Clark College Record, October, 1909. 
Vol. 4, pp. 170-172. 

298. Address at the Fiftieth Anniversary of the Founding 

of the Worcester Free Public Library, Dec. 23, 1909. 
pp. 30-36. F. S. Blanchard & Co., Worcester, Mass., 
1910, 40 p. 

299. Education in Sex Hygiene. Eugenics Review, Jan., 1910. 

Vol. 1, pp. 242-253. 

300. A Children's Institute. Harper's Magazine, March, 

1910. Vol. 120, pp. 620-624. 

301. What is to Become of Your Baby ? Cosmopolitan, April, 

" 1910. Vol. 47, pp. 661-668. 

302. The Children's Institute of Clark University, Wor- 

cester, Mass. Prospectus of the Children's Institute, 
Clark University, Worcester, Mass. April 30, 1910. 

303. " The Chief End of Man." Current Literature, May, 

1910. Vol. 48, pp. 528-531. 

304. General Outline of the New Child Study Work at 

Clark University. Ped. Sem., June, 1910. Vol. 17, 
pp. 160-165. 

305. The Point of View Toward Primitive Races. Jour, of 

Race Development, July, 1910. Vol. 1, pp. 5-11. 

306. G. Stanley Hall's Method in Missions. Independent 

Magazine, Aug. 25, 1910. Vol. 69, pp. 430-431. 

307. Letter on Newspaper Interviews. New York Nation, 

Sept. 1, 1910. Vol. 91, pp. 185-186. 

308. International Study of Child Welfare. The Child, 

Oct., 1910. Vol. 1, pp. 6-7. 



BIBLIOGRAPHY 143 

309. Mission Pedagogy (With Comments by Others). Journal 

of Race Development, Oct., 1910. Vol. 1, pp. 127-146; 
April, 1911, Vol. 1, pp. 503-518. 

310. The Age of Efficiency. Youth's Companion, Nov. 17, 

1910. Vol. 84, pp. 639-640. 

311. Physical Training. Ped. Sem., Dec, 1910. Vol. 17, pp. 

491-496. 

312. The National Child Welfare Conference: Its Work 

and Its Relations to Child Study. Ped. Sem., Dec, 

1910. Vol. 17, pp. 497-504. Also in Proc N. E. A. 1910, 
pp. 893-899. Also in Kindergarten Primary Mag., Jan., 

1911. Vol. 24, pp. 120 7 124. 

313. The Co-Ordination of the School With the Three 

Score Other Child Welfare Agencies. Annual Re- 
port of the 56th Annual Meeting of the New Jersey State 
Teachers' Association, Atlantic City, N. J., Dec. 27, 28, 
29, 1910, pp. 63-79. 

314. Improvements Needed in the Teaching of Certain 

High School Subjects. Annual Report of the 56th 
Annual Meeting of the New Jersey State Teachers' Asso- 
ciation, Atlantic City, N. J., Dec 27, 28, 29, 1910, pp. 
125-135. 
314a. Educational Problems. New York, D. Appleton & Com- 
pany, May, 1911; 2 Vols. 

315. In Life's Drama Sex Plays the Leading Part. Sagamore 

Sociological Conference, June 28-30, 1911; pp. 27-31. 

316. Eugenics: Its Ideals and What It Is Going to Do. 

Religious Education, June, 1911. Vol. 6, pp. 152-159. 

317. The Problem of Dependent Races. Report of the 29th 

Annual Lake Mohonk Conference, Lake Mohonk, N. Y., 
Oct. 18-20, 1911; pp. 225-232. 

318. The Efficiency of Humanity. Commencement Address, 

Clark College, June 15, 1911. Clark College Record, Oct. 
1911. Vol. 6, pp. 161-175. 

319. The "Pedagogical Seminary." The Child, Oct., 1911. 

Vol. 2, pp. 54-55. 

320. The Teaching of Sex in Schools and Colleges. Social 

Diseases (Amer. Soc for Sanitary and Moral Prophy- 
laxis, N. Y.), 1911. Vol. 2, No. 4, pp. 1-19. 



144 G. STANLEY HALL 

321. The Genetic View of Berkeley's Religious Motiva- 

tion. Journal of Religious Psychology, April, 1912. Vol. 
5, 137-162. 

322. Children's Rights. The Kansas School Magazine, May, 

1912. Vol. 1, pp. 183-187; p. 213. 

323. Why Kant is Passing. Amer. Jour, of Psychology, July, 

1912. Vol. 23, pp. 370-426. 
323a. Founders of Modern Psychology. New York, D. Apple- 
ton & Company, Sept., 1912, 470 p. 

324. Keeping Children Well. The Necessity of Proper 

Sanitation in Home and School. Delineator, Nov., 
1912. Vol. 80, p. 368. 

325. Social Phases of Psychology. Address delivered before 

the American Sociological Society, Dec, 1912. Amer. 
Jour, of Sociology, March, 1913. Vol. 18, pp. 613-621. 
Also in Amer. Sociological Soc. Pub., June, 1913. Vol. 7, 
pp. 38-46. 

326. The Education of the Emotions. Youth's Companion, 

Aug. 21, 1913. Vol. 87, pp. 427-428. 

327. Vocational Guidance. Symposium. Sierra Educ. News 

and Book Review, Sept., 1913. Vol. 9, pp. 568-569. 

328. The Feelings and Their Education. Friends' Intelli- 

gencer (Phila.), Dec. 6 and 13, 1913 Vol. 70, pp. 771- 
772; 787-791. 



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